Social Mobilization

Training Manual on
Community Participation and Social Mobilization

in Basic Education
Dhaka Ahsania Mission
UNISCO Dhaka
IDB Bhaban (16th floor)
E/8-A Begum Rokeya Sharani
Sher-e-Bangla Nagar
Dhaka, Bangladesh
The ideas and opinions expressed in this manual are those of the
developers and do not necessarily represent the views of UNESCO.
ISBN: 984 847 017 4
UNISCO Dhaka
IDB Bhaban (16th Floor)
E/8-A Begum Rokeya Sharani
Sher-e-Bangla Nagar
Dhaka-1207, Bangladesh
Telephone : (880-2) 9123469
(880-2) 9126522
Fax
: (880-2) 9123468
Email
: dhaka@unesco.org
unesco@citecho.net
Printed by : AGAMI Printing & Publishing Co.
25/3 Green Road, Dhanmondi, Dhaka-1205
Phone : 8612819
ii
FOREWORD
In an attempt to implement the 'Education for All' programme, a large number of non-government
organizations in Bangladesh have been working hand in hand with the Government. The success of
such activities, however, depends on the devotion and sincerity and above all appropriate skills of
the agencies implementing the programmes. This, in turn, depends to a great extent on provision of
appropriate training for their staff.
Considering the needs of the local NGOs, Dhaka Ahsania Mission in cooperation with UNESCO,
Paris and UNESCO Dhaka developed a training kit to build up capability of their staffs engaged in
the planning and implementation of basic education programmes. The training kit has three Manuals
dealing with three inter-related thematic issues. i) Participatory Education Planning, ii)
Community Participation and Social Mobilization in Basic Education, and iii) Competency Based
Learning Assessment.
The contents of the Training Manual on Competency Based Learning Assessment include the
concept, rationale and characteristics of competency and skills, concept of assessment tools and
their preparation, and other procedural steps such as means of assessment, data collection and
analysis, field visits, and structure of reporting.
The process of development of the training kit started with organizing a workshop of national
experts by Dhaka Ahsania Mission under the BMZ project. In April 2000, UNESCO organized a
regional workshop in Dhaka using the training kit from where feedback was received. Subsequently
In February 2001 a national workshop was organized by Dhaka Ahsania Missin to the manuals with
due consideration to the feedback received.
Dhaka Ahsania Mission deserved appreciation for organizing the whole work for developing the
Manuals under the leadership of experts in their Training and Materials Development Division.
UNESCO Dhaka is glad to publish this training manuals which, I believe would be of great benefit
and fulfill the felt needs of training material for imparting training to the local NGOs for developing
capability and enhancing their quality in planning and implementing basic education programme. It
is my firm belief that this manual will play vital role in planning and implementing basic education
programme undertaken by the NGOs in Bangladesh as well as in other countries with similar socioeconomic and educational settings.
Dr. Ansar Ali Khan

Director and UNESCO Representative in Bangladesh
iii
PREFACE
In an attempt to implement the `Education for All' programme, a large number of non-government
organizations in Bangladesh are performing their responsibilities side by side with the
Government. The success of such activities, however, depends on the devotion, sincerity and skills
of the agencies implementing the programmes. This, in turn, is dependent on provision of
appropriate training for their staff.
In order to develop the capability of the local level non-government organizations engaged in the
implementation of basic education programmes in providing training to their personnel, this
manual has been prepared in cooperation with UNESCO, Pairs and UNESCO, Dhaka. This
training kit has been developed as a combination of 3 manuals of 3 thematic issues. Mr.
Shahnewaz Khan, Director of training and material development division, DAM is the responsible
person for its planning and edition.
Officials of the local organizations, specialists in various fields and officials of the training division
of Dhaka Ahsania Mission took active part in this effort. I would like to extend my sincere thanks
to those who were associated with the preparation of this manual and deep appreciation for their
untiring and missionary zeal.
I would like to express my gratitude to Mr. Md. Akhtaruzzaman, Project Co-ordinator, ITN
Bangladesh, Mr. Shahnewaz Khan, Director, Training and Material Development Division, DAM
and Mr. Md. Mohsin, Community Development Specialist, ITN, Bangladesh, who worked hard in
developing this module of the training kit.
In developing this manual UNESCO, Paris has extended financial assistance. With deep gratitude
we acknowledge their support.
It is my firm belief that in Bangladesh perspective this manual will play a vital role in planning
implementing basic education programmes undertaken by the local NGOs.
Kazi Rafiqul Alam

Executive Director
Dhaka Ahsania Mission
CONTENTS
Page
Foreword
iii
Background
iv
Training Schedule
ix
Day one
Session No. 1 : Inauguration and introduction
Session No. 2 : People, community and society
Session No. 3 : Social development
1-5
6-12
13-20
Day Two
Session No. 4 : Basic education
21-24
Session No. 5 : Need assessment for basic education
25-30
Session No. 6 : Data collection
31-37
Day Three
Session No. 7 : Field visit
38
Day Four
Session No. 8 : Data analysis and report preparation
39-42
Session No. 9 : Community participation
43-68
Day Five
Session No. 10 : Social mobilization
69-77
Session No. 11 : Motivation
78-85
Day Six
Session No. 12 : Communication
86-97
Session No. 13 : Leadership for the expansion of basic education
vii
98-110
Day Seven
Session No. 14 : Need based planning
111-112
Session No. 15 : Preparing plan of action
113-116
Session No. 16 : Course review and evaluation
117-119
Session No. 17 : Closing
120-124
viii
Background
In 1996, UNESCO Paris launched a project for capacity development of the NGOs involved in
basic education in South Asia and Africa. As part of this program a regional workshop was
organized in Dhaka in July 1998. In a workshop, representatives from NGOs in Bangladesh,
Nepal and Cambodia have participated. As per decision in the workshop, in Bangladesh, Dhaka
Ahsania Mission has planned a program for capacity development of the local NGOs involved
in basic education. According to the first step of the plan, a survey was conducted throughout the
country to assess the needs of the local NGOs, responsible for the implementation of basic
education. A workshop was organized to present the survey result and to determine the next action
plan. As a part of that, three thematic areas were identified and three training kits were
developed to conduct pilot training courses for NFE personnel. The areas are1. Participatory education planning
2. Community participation and social mobilization
3. Competency based learning assessment
In April 2000, UNESCO Organized an International Workshop in Dhaka on Putting Together
the Global Training Kit. Broad objective of that workshop was finalization of global training
kit on the basis of country level project outputs generated from the project. A generic global
framework for NGO capacity development was developed in the workshop. At the same time it
was agreed that within the broad global framework, the participating countries would review
and finalize their own training kits to suit the specific training needs of the local NGOs in the
country.
As follow-up of the above-mentioned Workshop, a national workshop was organized in Dhaka
in February 2001, to review the existing training kits developed in Bangladesh and to develop a
framework of national training kits. Based on the recommendations the three training kits are
now finalized and ready for dissemination.
Features of the training kit
This training kit is a self-contained training guide for conducting training courses on the
following thematic areas by the local NGOs who are implementing basic education programs:
Participatory education planning
Community participation and social mobilization
Competency based learning assessment
Those who want to use this training kit for facilitating training programs should read three
training manuals separately.
In each manual, separate objectives are set for each session. How to run each session is
explained in simple manner. At the end of each session, the trainer should ask questions to
ensure the learning achievement of the participants. If necessary the key issues should be
explained further.
For each module separate handouts are developed to help the facilitator to conduct the
discussion in appropriate manner. The trainer/facilitator should read those carefully and grasp
the theme before conducting the course.
ix
There are a number of transparency sheets and exercise sheets in each of the manual. The
trainer/facilitator should use those during conducting sessions. Besides, there is a compact disc
containing a soft- copy of the manual is attached with it. The facilitators will make necessary
printouts of the material using the CD.
A. Objectives:
At the end of the session the participants will be able do-
describe the background and objectives of the training.

describe the guidelines to facilitate the training.
identify the common issues and the features of community.
identify the indicators of community development.
clarify the linkage between basic education and community development.
describe the concept, problems and process of basic education.
assess the needs for basic education.
collect data on socio-economic condition of a village.
analyze the data collected from the field.
prepare a report on the basis of the collected information and analysis.
illustrate the concept of community participation.
identify the areas of community participation in basic education.
describe the strategies for community participation.
explain the importance and steps of community mobilization.
identify the strategies for community mobilization.
clarify the importance of process and steps of motivation.
explain the process of effective communication.
identify the importance and strategies for communication in basic education.
explain the importance and traits of leadership in basic education programme.
develop a plan for basic education.
prepare an objective oriented plan of action.
B. Contents:
-
people, society and community

community development
basic education
need assessment in basic education
data collection
field visit
data analysis and report preparation.
community participation
social mobilization
motivation
communication
leadership for expansion of basic education
need - based planning
action planning
review and evaluation
x
C. Methodology
-
Question and answer

Discussion
Demonstration
Discussion
Picture show and discussion.
Role play
Individual work
Field visit
D. Duration of training
To complete the course, planned in the manual, seven days would be required, spending eight
hours daily. Six hours will be for conducting sessions and two hours for lunch and refreshments.
If the session starts at 9 in the morning, it will continue till 5 in the afternoon. The trainers
would decide time-duration considering the local factors. However, six hours for conducting the
session would be required daily. A training schedule is also given in the manual.
E. Trainer/facilitator
At least two trainers would be required to facilitate the training course. In each session one will
work as the key trainer and the other as co-trainer. Only experienced trainers should be
designated as trainers.
F. Participants
The personnel from local NGOs involved in basic education would be participants of the course.
In each batch 20-25 persons will participate.
G. Things to be considered by the facilitators
As per the training schedule, facilitators may design their own schedule of activities based on
the training objectives and the training policy or scheme of the respective organizations. To
conduct the training courses the facilitators should include the following activities
formulate the criteria for the selection of the participants.

study the training sessions and pay particular attention to the objectives, activities and
assessment.
prepare and collect materials and equipment needed in the training.
demonstrate various methods and activities.
use the Training session guides as a ready reference and guide.
plan the follow-up and evaluation of the training.
clarify the goal and objectives of the training.
stress on the needs to attend the training in time.
identifying the venue for the various training activities.
get to know the trainees and their expectations from the training.
make the opening and closing programme simple and participatory.
xi
It is important to build and maintain the group's identity by establishing an atmosphere of

mutual trust and respect. This means that the training environment will be warm and should
allow participants to express their views, opinions, concerns, attitudes and behaviors freely.
Facilitators behavior will greatly influence the learning environment. Participants should
experience facilitators enthusiasm, friendliness, interest, sincerity, acceptance and support. In
order to support the group spirit throughout the training programme, facilitators are required to
do the following;
Encourage the participants to share some information about themselves with the group.
Let the participants establish a set of rules of conduct that can be used throughout the
training.
Support and provide positive, constructive feedback to the participants.
Build and maintain a sense of belonging among the participants.
Let each person participate at his/her own pace. Encourage the participants to express
themselves but do not push those who need time to feel comfortable with the group or
working environment.
Respond to criticism openly and make every attempt to obtain an agreement of all parties
involved. Explaining why something has been done in a particular way will often be enough
to settle any concern.
Recall the group's suggestions, responses, feelings or questions. Previous knowledge or

experience can be used as a starting point for subsequent learning.
Be sensitive to the needs of the group. Every group will have a unique collective personality
with different assets and needs.
Link each new topic with previous topics and with real-life examples. Not only will this
make the sessions more interesting but new knowledge will also help develop a better
overall understanding of the topic rather than an accumulation of isolated facts.
Ask questions that encourage them to answer precisely. Avoid questions that seek 'yes/no'
answers.
Give clear, specific instructions for all the activities. Confusion about expectations will
distract participants from the concerned topic.
Synthesize knowledge at the end of a session. Conclude sessions by restating the session's
theme and integrating the suggestions and ideas those arise during the session into this
framework.
The participants will need to use the facilitation and communication skills that the trainer
exhibits during the training programme in future training sessions that they will conduct. It
is therefore important to demonstrate effective facilitation skills throughout the training
programme. Your behavior as a facilitator will present the participants with a model to
observe and evaluate. Be consistent in what you say and do.
Ask open-ended questions which require a thoughtful response and/or guide the discussion
at a particular direction.
Ensure that all the participants will feel that their participation is welcome and desired.
Support the Participant's contributions. This does not mean that you must agree with the
participant, only that you respect his/her position.
xii
Be able to deal with silence. Sometimes silence can be a helpful stimulus. Don't rush to
cover it up.
Allow the groups to make their own decisions. Facilitation is not dictation. Participants must
be allowed to take responsibility for their own learning if it is to be meaningful to them.
Participants of the training course need changes during the training sessions. They may need
a change of pace, a change of venue, a change of topic, or simply a break. Facilitators
should make arrangements for these demands.
Some people are naturally quiet. They may feel embarrassed to speak in front of a group or
they may simply enjoy learning from what others are saying. Do not confront them with
specific questions if they do not appear ready to respond, however offer them the
opportunity to add their opinions or feelings when the chance comes.
Some participants will naturally answer questions more quickly and more often than others
will. While their responses can be valuable for their content and for getting responses by the
rest of the group, their frequent outputs can also cause others to feel left out or unable to
contribute. It is the facilitators responsibility to ensure that the less assertive participant has
the opportunity to make a contribution by expressing his/her views.
Facilitators should have eye contact with, and move closer to, the participants who are
having private conversations. These simple cues should be enough to eliminate off-topic
conversations. However, respect privacy and do not attempt to overhear private
conversations.
The time allocation in the session may be made flexible. The time that is mentioned for each
session is only an indication. Actual time requirement may vary. The facilitators should
adjust the additional time requirement flexibly from the total six hours session time of a day.
It may be adjusted from the break time.
In the long sessions there may be short breaks to avoid monotony. If necessary recreational
energizer may be introduced like singing, joking, acting, etc.
xiii
Community Participation and Social Mobilization in Basic Education

Training Schedule
Date
Time
9:00 11:00
Day 1
Day 2
Day 3
Day 4
Day 5
1
Inauguration
and
introduction
4
Basic
education
7
Field visit
8
Data analysis
and report
preparation
Contd
Day 6
Day 7
12
Communication
14
Need-based
planning
11:00 11:30 TEA BREAK

11:30 13:00
2
People,
community
and society
5
Need
assessment
for basic
education
Contd
Contd
10
Social
mobilization
Contd
13
Leadership for
the expansion of
basic education
15
Preparing
plan of action
13:00 14:00 LUNCH BREAK

14:00 15:30
3
Social
development
Contd
Contd
9
Community
participation
11
Motivation
16
Course
review and
evaluation
Contd
17
Closing
Contd
15:30 16:00 TEA BREAK

16:00 17:00
Contd
6
Data
collection
Contd
Contd
xiv
Contd
Session No-1
Title of the session
Inauguration and introduction
Objectives of the session
At the end of the session participants will be able to describe the background and objectives of the
course.
be acquainted with each other.
describe the guidelines to facilitate the course.
Duration of the session
2:00 hours
a. Registration, inauguration and introduction

Process
Method
Ensure participants registration in given

format and give them the required materials
including file, pen and paper.
Time
Materials
15 min.
Registration
forms,
stationery
Welcome the participants and describe the

course background and objectives.
Discussion
15 min.
Ask the participants to introduce them

selves and their organizations.
Discussion
20 min.
b. Training expectations, pre test and the guidelines of course facilitation

Process
Method
Time
Materials
Identify the training expectations of the

participants through group discussion and
write them down on a poster-paper.
Group
discussion
25 min.
Poster and
paper
marker
Distribute the pre-course appraisal sheet

among the participants and ask them to fill
it out. Collect the filled papers. During
tea/lunch break, read those sheets and be
informed of the participant's knowledge
about the topics.
Individual
practice
25 min.
Pre-course
appraisal
sheet
Process
Method
Time
Materials
Answer each question taking 10 marks for

each, out of a total of 100. Make a list of
the marks obtained by each participant. In
the last day of the training, declare the
results after comparing the previous marks
with the marks obtained at post-course
appraisal. (Session-end task)
Session-end
task
To facilitate the training, prepare a

guideline based on the opinions of all the
participants and hang it after writing in a
poster paper.
Question
answer and
discussion
10 min.
Poster
paper,
marker
To create free atmospheres use a game or

energizer.
Game /
energizer
10 min.
Required
materials
Training Workshop on
Community Participation and Social Mobilization

in Basic Education
REGISTRATION FORM
1.
Name
2.
Position
3.
Organization
4.
Office Address
5.
Office Phone
6.
Fax
7.
E-mail
8.
Home Address
Signature :
Date :
Community Participation and Community Mobilization in Basic Education

Assessment Sheet (Pre-Test)
Name of the Trainee:....
Organization:
Date:...
Which is the correct answer according to you? Please put tick ( ) mark in the blank box.
1. What is basic education
a) Primary education
b) Girls education
c) Education based on basic needs
d) Technical education
2. What is community
participation
a) Participation in the decision making

process of the organization in
development activities
b) Paying subscription in development
activities
c) Participation in project activities through
physical labour
3. What is development
a) Social change
b) Any kind of change in condition
c) Financial gain
d) Expected development of person or
community
4. What is community
mobilization
a) Movement for community development

b) Problem-based movement
c) Increasing community awareness
d) All answers above
5. What is motivation
a) Advising
b) Cooperation
c) Encouraging
d) Bringing change in attitude
(Marks: 5 15 = 75)
Briefly answer the following questions
1. How does basic education contribute to community development?
2. What are the social problems in the context of socio-economic condition of

Bangladesh?
3. How to motivate the people for basic education?
4. Appropriate leadership can help the basic education system, how?
5. In which areas is community participation possible in basic education activities

and how?
Session No-2
People, community and society
Objectives of the session :
At the end of the session participants will be able to
explain their own social identity.
identify commonalties in the social life.
explain features of community.
describe the life styles and features of tribal/ethnic groups.
Total Time: 1:30 hours

a. Social identity
Process
Method
Ask the participants - How are we Question and
being known in the society? Write answer
the answers on the board.
Time
10 minutes
Materials
Board, Marker
Summarize the discussion using Discussion

TS.2.1. Use Handout2.1 for
discussion.
10 minutes
TS.2.1
Handout- 2.1
Process
Method
Divide the participants into three Small group
groups and ask them to find out the discussion
similarities they see among the
people in a community.
Time
10 minutes
Materials
VIPP card
Write the answers on the board. Discussion

Explain the issue by using TS.2.2.
Take help from Handout-2.1.
5 minutes
TS.2.2
b. Commonalties in the society
Handout-2.1
c. Features of a community
Process
Method
Divide the participants into four Buzz group
groups. Ask them to identify features
that make a community different from
the other one.
Time
25 minutes
Materials
Poster paper,
Marker
Ask the groups to present their groups Presentation

reports.
20 minutes
Poster
Summarize
TS.2.3.
5 minutes
TS.2.3
the
discussion
using Discussion
d. Session evaluation
Process
Method
Evaluate the session by the following Question and
questions
answer
- how are we being known in the
society?
- what are the commonalties in a
community?
- what elements are to be
considered for analysing a
community?
Time
5 minutes
Materials
Chalkboard
Handout 2.1
People, Society and Community

Generally, community is formed to achieve certain goals or gains. Community refers to a group
of people who live in a particular geographical location and work for common goals rather than
for specific interests.
In our country, evolution of society has been made for centuries. Many specific societies
become minor at the juncture of needs and changes in the demands. Instead of societies local
communities are getting more emphasis now. In basic education we would take up community
in a wider context.
Community is developed in specific geographical locations and basing on the mutual relations
among the people there.
Human beings live in society from the very beginning. They adapt with the environment as they
grow. Changes also take place gradually in their behaviour. All these take place through a
process that makes a person an integral part of a community.
Various levels of person and community
Every individual is core to a community. Everybody is a member in the community; it is
immaterial whether that person is boy or girl, man or woman, rich or poor. Again, every person
is a part of a family or a clan. A society is formed by built on taking a number of clans together.
All live under a common social bond of tie. Therefore we see there are a number of levels in
between the person and the community.
Person
Family
Clan
Society
Community
Levels in a community
The personality, behaviour, attitude, values in a person primarily comes from the family. The
family has a vital role in developing a person as a responsible member of the community.
Family is the smallest community institution. Clan, society etc are integral parts in a
community. To live in a community, people have to meet a number of demands. To meet these
demand people form group-based or society-based organizations. There has to be close relations
and mutual feelings among these. These feelings are developed spontaneously.
Commonalties in a community
There are a number of areas where the people live in the same geographic locations, generally
have commonalties. These are:
- Language
- Expression
- Habit
- Religious rituals
- Social customs
- Behavior
- Norms
One community is different from the other. To identify the differences there is a need to analyse
communities
Points to consider for analysing community are as follows:
-
Current norms or values

Behaviour
Mutual relations
Relation-based social needs
Mutual communication
Social structure
Leadership
Gender
Literacy rate
Economic condition
Occupation
Attitude towards women
Status of men in the society
Religious faith and dogmatism
Attitude towards change
System for justice
TS-2.1
Social Identity
As a person
As a member of the family
As a member of a group or clan
As a member of a society
As a member of the community
10
TS-2.2
Social commonalties
Language
Expression
Habit
Religious rituals
Social customs
Behaviour
Norms
11
TS-2.3
Issues to consider for analyzing community

Current norms or rules
Behaviour
Mutual relations
Relation-based social needs
Mutual communication
Social structure
Leadership
Gender
12
Rate of education
Economic condition
Occupation
Attitude towards
women
Status of men in the
society
Religious faith and
dogmatism
Attitude towards change
System for justice
Session No - 3
Social development
At the end of the session the participants will be able to
explain social problems.
describe what social development is .
identify the indicators of social development.
explain the linkage between basic education and social

development.
illustrate their role in basic education programmes.
Total time: 2:30 hours

a. Social problems
Process
Method
Time
Materials
Invite any 4 participants to explain Experience

the socio-economic problems of their sharing brain
own village. Write the problems on
storming
the board.
30 min.
Board, marker
Summarize the discussion

TS.3.1 and Handout 3.1.
using
Discussion
15 min.
TS.3.1, Handout
3.1
Ask the participants what are the

causes of these problems? Write the
responses on the board.
Question
and answer
20 min.
Chalkboard
Explain the causes by using TS.3.2.
Discussion
10 min.
TS.3.2
Method
Time
Materials
Briefly discuss the needs for social

development.
Discussion
10 min.
Chalkboard
Ask What are the indicators of

development? Write the points on the
board.
Question
and answer
20 min.
Chalkboard
Explain the indicators using TS-3.3

and Handout 3.1.
Discussion
10 min.
TS.3.3
b. Indicators of social development and development

Process
Handout 3.1
13
Ask the participants What steps can

be
taken
to
ensure
social
development? Write the answers on
the board.
Question
and answer
20 min.
Chalkboard
Explain the issue with TS.3.4.
Discussion
10 min.
Board marker
TS.3.4
c. Session review
Process
Review the session with the following
questions:
-
what are the causes of social

problems?
what are the indicators

community development?
of
14
Method
Time
Materials
Question
and answer
5 min.
Chalkboard
Handout 3.1
Problems of community development in Bangladesh

The existing problems in the society considerably influence the basic education programmes.
Basic education programmes cannot run successfully, if the existing problems are not identified.
Disturbance and problems in a society
Due to many factors, the social norms that maintain balance are getting lost and social
disturbance is increasing tremendously. Social control over individuals is gradually being lost
because of social disturbance. Due to this social disturbance the social and moral values in
human beings are being are deteriorating which results in the occurrence of many social
problems. Some of these problems are:
-
Poverty
Juvenile delinquencies
Unemployment
Tendency for crime, murder, robbery
Corruption
Drug addiction
Women repression
Prostitution
Population with poor health

Unskilled manpower
Wrangling
Grouping
Litigation
Want, deficiency
Over population
Religious dogmatism
Historically economic development has been considered as the indicator for development. Nowa-days social development is equally considered as a development indicator. Generally the
following indicators are used to measure social development:
- Literacy rate
- Individual and family health
- Proper distribution and management of resources
- Population growth rate
- Economic and financial privileges
- Skilled manpower
- Development in personality
- Use of technology
- Appropriate leadership
- Moral and social awareness
- Women empowerment
- Womens participation in development
15
If we can properly assess the above indicators then it would be possible to ensure community
development. However, the progress against these indicators is not at all encouraging. The main
reason for this is lack of education.
The poor people in our country are becoming poorer mainly owing to lack of basic education.
Population is increasing continuously, while there is an increased deficiency of human resource.
In this modern civilized world there is no alternate to education. The following steps should be
taken as a whole towards community development.
-
Expansion of education
Compulsory eradication of illiteracy
Women employment
Women education
Removal of religious dogmatism
Ensuring social security
Ensuring participation of women in development
Training of the youth
Expansion of technical knowledge
To ensure the above steps the first requirement is making basic education available to all.
16
TS-3.1
Social Problems
Poverty
Juvenile delinquencies
Unemployment
Tendency to commit
crime, murder, robbery
Corruption
Drug addiction
Women repression
Prostitution
Population with poor

health
Unskilled manpower
Wrangling
Grouping
Litigious
Want, deficiency
Over population
Religious dogmatism
17
TS-3.2
Main Causes of Social Problems

Broken social structure
Negative changes in attitude
Degradation in moral values
Negative changes in behaviour
Degradation in religious practices
Rapid growth of population
Lack of basic education
Lack of resources
Lack of communal harmony
18
TS-3.3
Indicators of Community Development

Literacy rate
Health and ability to work
Skilled manpower
Proper distribution and management of resources
Employment
Use of technology
Economic solvency
Leadership
Social awareness
Women empowerment
Womens participation in economic activities
19
TS-3.4
Areas for Development Interventions

Expansion of education
Compulsory eradication of illiteracy
Women employment
Women education
Removal of religious dogmatism
Ensuring social security
Ensuring participation of women in development
Training of the youth
Expansion of technical knowledge
Expansion of information technology
20
Session No - 4
Basic education
At the end of the session participants will be able to -
Duration of the session

a.
explain the concept and process of basic education.
describe types of basic education.
2 hours
Basic education
Process
b.
Method
Time
Materials
Make 5 groups from the participants and

give each group a puzzle set.
Game
5 min.
Puzzle set
Ask each group to match the puzzle set. The

first group, that can match it, will win.
Group task
20 min.
Puzzle
When the game is over, ask each group to

share their learning experiences. Explain the
fact that basic education is the root of all
education. Give the participants a
preliminary idea on basic education
according to the Handout 4.1.
QuestionAnswer
Discussion
20 min.
Handout-4.1
Let participants study the Handout 4.1 in 4 Study in small

small groups.
groups
30 min.
Handout-4.1
After the study, ask each group to present

one topic in a big group and summarize the
discussion.
Presentation
in a big group
40 min.
Method
Time
Materials
Questionanswer
5 min.
Chalk board
Evaluation of the session

Process
Assess the comprehension
participants by asking the
questions:
of the
following
what do we mean by basic education?
what competencies and skills must

literate person must have?
what is continuing education?
21
A SAMPLE OF PUZZLE SET
Technical
Continuing
Secondary
Information
Madrasha
Instruction:
Prepare the above puzzle set in a big piece of art paper.
Cut off the (-------------) marked part of the paper.
Distribute the pieces among each group.
The group which can match the cuttings, first, will win.
22
Primary
Madrasha
Non-formal
Pre-primary
Basic
Education
Handout-4.1
The concept and scope of basic education

The World Conference of Education for All (WCEFA) articulated the expanded concept
of basic education as education that fulfils the basic learning needs of all - children at
first level, youth who are out of school and adults requiring lifelong basic education
support - through a variety of delivery systems, formal primary schooling, non
formal/alternative schooling for those with limited or no access to formal schooling,
literacy programmes and informal education. These basic learning needs "comprise both
essential learning tools (such as literacy, oral expression, numeracy and problem
solving) and the basic learning content (such as knowledge, skills, values and attitudes)
required by human beings to be able to survive, to develop their full capacities, to live
and work with dignity, to participate fully in development activities, to improve the
quality of their lives, to make informed decisions and to continue learning." It is very
clear from this explanation that eradication of poverty is not an objective or goal that is
exogenous to basic education. On the other hand, it only makes explicit what is already
contained in the definition of basic learning needs and imparts substantive content to the
ideal of 'living and working in dignity' and all the principles that it entails.
Broad based literacy and basic education for all is the main foundation and the essential
precondition for the improvement of the quality of life of the people and eventual
eradication of poverty. In the countries of South-East Asian region literacy and basic
education has been used to mean basic ability to read and write as the minimum basis for
further learning. In the particular contexts where poverty is still predominant, literacy
and basic education is perceived as a tool for empowering the clientele towards poverty
eradication and improvement of quality of life.
Such literacy and basic education spans a wide range and variety of programmes
catering to the diverse learning needs of all - children, youth and adults. Children in the
pre-school age years who are not in any formal educational settings, require early
childhood care and education support. Children of school going age need access to
formal primary schools and children who are out of school for a variety of reasons need
more flexible educational arrangements to meet their basic learning needs. Then, there
are the youth and adults, illiterate, semi-literate, literate and with incomplete education
requiring continuing education support in order to continue and sustain themselves as
active and productive members of the society. It is within this overall perspective of
human growth and development that literacy and basic education must be seen as part of
the continuum of life long learning and the foundation for poverty eradication. Basic
education can be a life empowering experience for all and what the poor need most is
empowerment.
Source: report of regional study on literacy as a Tool for Empowerment of the Poor
23
Concept of literacy
Literally, literacy means knowledge of a person about letters or alphabets. But in actual
sense it means the ability of a person to read, write and possess certain life skills. Time
to time the term literacy has been defined differently from different perspectives and will
be defined in future. Since the question of human resource development is linked up
with the emerging needs of changing time, definition of literacy skills will be changing
with the passage of time. Presently the term literacy means an integration of following
skills
the ability to read and understand,

the ability to express feelings of mind through writing,
the ability to keep day-to-day accounts,
the ability to make others understand about a topic which has been read.
the ability to use acquired skill (reading-writing) in real life situation.
Concept of Continuing Education

Continuing education covers all ranges of educational needs and opportunities other than
basic knowledge in literacy and primary education. This is clear from the following
points
Continuing education (CE) is intended for a literate person,

CE reflects needs and demands,
CE incorporates every experience from formal, informal and non-formal education,
CE provides every scope of life-long education, beyond the level of primary or other
form of education equivalent to it.
Situation and problems of basic education

on average, only half of the learners who enrolled in primary schools till 1991, have
attended schools regularly.
only 35 children out of each 100, enrolled in grade one, continued up to grade five.
usually number of girls are less than boys who completed primary education.
disparity in scopes of education skill exists between rural and urban area.
about 70% of productive labour-force is illiterate.
primary schools in most areas are located in not-easily accessible places.
many schools are not renovated or repaired in time,
in class rooms of many schools, there are inadequate number of benches and sitting
space for learners,
lack of community participation in supervision, maintenance and development for
schools,
unattractive education methods,
inconsistency in teacher student ratio.
24
Session No - 5
Need assessment for basic education

At the end of the session the participants will be able toidentify the methods of need assessment.
assess the needs for basic education.
identify the issues to be considered for need assessment.
Total time: 3 hours

a. Concept and definition of needs
Process
Method
Time
Materials
Ask the participants what they mean Question

by needs of basic education. Collect and answer
the opinions of all the participants.
10 min.
Board, Marker
Explain the issue by using the game Discussion

5.1.
10 min.
Game 5.1
Invite the participants to work in Pair group

pairs to identify possible needs of
basic education in a community.
15 min.
Pick up the responses from the pairs Discussion

and explain the issue by using the
Handout 5.1.
15 min.
Handout 5.1
b. Area and expansion of needs

Process
Method
Time
Materials
Introduce Game 5.1 relating to needs Square

assessment
and
invite
the game
participants to join.
20 min.
Game 5.1
At the end of the game, ask for the Discussion

participants reaction on the game,
i.e., what they have learnt from the
game.
10 min.
Chalkboard
Collect individual reactions from Discussion

everyone and explain the learning
points.
10 min.
25
Ask 2/3 participants to share their Discussion

experience on the needs of basic
education while working for
development of the rural population.
20 min.
Divide the participants into 4 groups Group

and invite them to identify the issues discussion
to be considered in assessing needs
for basic education.
30 min.
Discussion
20 min.
Explain through Handout 5.1 and Discussion

using TS-5.1 the issues to be taken
into account while assessing needs
of the people.
15 min.
Ask them for group presentation.
Poster paper,
marker
Handout 5.1
TS.5.1
c. Session review
Process
Review the session
following questions:
Method
with
the Question &

answer
- what do we mean by Needs?

- what issues are to be taken in to
account while assessing needs of
the people?
26
Time
5 min.
Materials
Chalkboard
Game 5.1
Draw a big square on the board.

Divide the square into four segments and ask how many squares there are .
Divide each small square into four again and ask the participants to count the number of
the squares.
There would be different responses/numbers. Encourage all to respond.
Correct answer is: There will be 30 squares.
Learning points
What we generally see may not be what reality is. If we analyze in depth then the real scenario
becomes apparent. To identify the real needs, it is necessary to analyze the scenario properly.
Real needs can be identified only through participatory discussion with the people concerned.
27
Handout 5.1
Need assessment for basic education

What do we mean by needs?
By needs of the people in a community we mean the overall needs of population in an area
covering the requirement for their socio-economic, cultural and political development.
Similarly, the needs of Basic Education imply to the extent of needs or demands of the people in
that area for meeting their basic needs.
Classification of needs
Even if the people live in the same geographical location, their needs might not be same.
Different groups may have different needs. There might be diversity in needs based on the
needs of families, clans or societies. For example,
- Needs at different social levels
- Occupational needs
- Economic needs
- Religious needs
Needs of the people of different levels like rich, poor, mid-level and of occupations like farmer,
fisherman, day labourers, service holders and businessmen would depend on their social system
and features.
Issues to be considered for needs assessment
-
Rate of education of different groups

Motivation for education
Influence of the family
Influence of the group
Nature and authority of leadership
Ability to mobilise resources
Availability of teachers
Place and materials for learning
Linkage of education with occupation
Availability of time for learning
Status of women
Participation of women in income generating activities
Experience of participating in activities
Trends in social decision making
Knowledge of local community
Knowledge of behaviour pattern or norms of a specific group of population
28
Knowledge about the language

Gender aspects as practiced in the community
Social norms and their influence
Characteristics of different groups
Social classification
Socio-cultural ways in life.
Occupation, skill and source of income
Needs for basic education

Majorities of people in Bangladesh live below the poverty line. They are assetless, landless and
neglected. Among most of them there is no demand for basic education. For example, in a
fisherman community apparently they do not feel need for basic education for their children or
other family members. In some cases they are not interested in basic education. But for
development or improvement in quality of life there is no alternate to education. Due to diverse
nature of the population, the basic educational needs of the population might be diverse. For that
reason there is a need for assessing the nature of needs of the people. At some point if the
importance of education can be properly explained the demand is increased.
Basic education is for improvement of quality of life. But in our country the poor people have
little idea about the improvement in quality of life. If the needs for basic education can be
properly identified this attitude would be changed.
29
TS-5.1
Issues to be considered for Needs Assessment

Knowing the literacy rate of the community
Knowing the behaviour pattern or norms of the
people
Knowing about the language
Gender aspects as applied in the community
Availability of resources
Characteristics of different groups
Social classification
Leadership trends
Socio-economic condition
30
Session No - 6
Data collection
At the end of the session the participants would be able tocollect data on socio-economic conditions of a village
assess basic educational needs of that community on the
basis of those data.
Total time: 1 hours

a. Data collection
Process
Method
Time
Materials
Ask why the field visit is important. Question

Write the answers on the board. Explain and answer
the objectives of field visit by using
Handout 6.1.
10 min.
Handout 6.1
Explain by using Handout 6.1 and Discussion

TS.6.1 the learning that has to be
acquired during the field visit.
10 min.
Handout 6.1
Explain the steps of data collection by Discussion

using TS.6.2.
20 min.
TS.6.2
Ask the participants what to do during Question

field visit. Explain what should be done and answer
and avoided during the field visit by
presenting TS.6.3.
10 min.
TS.6.3
Explain the following aspects of field Discussion

visit to the participants-
5 min.
Board,
Marker
30 min.
Handout 6.1
TS.6.1
Where to go?
How to reach there?
How long to stay?
Where to have lunch?
When to return? Etc.
Divide the participants into four groups. Discussion
Ask the participants to prepare a group
plan for field visit elaborating what types
of data they would collect and how they
would do that.
31
TS.6.2
b. Session Review
Process
Method
Assess the comprehension level of the Question

participants through following questions:
and answer
what information is to be collected

through field visit?
what are the methods for data collection?
what things are to be avoided during

field visit?
32
Time
Materials
5 min.
Chalkboard
Handout 6.1
Areas and methods of data collection

Objectives of field visit
The participants will visit field to get an idea about the socio-economic condition of a village.
Through discussion with the peoples from various sections in the village, they will get ideas
about their behaviour and social norms. On the basis of the analysis of this information and
utilizing their own experience, the participants will prepare a report showing needs for basic
education as per needs of the village depicting total picture of the village.
Areas of field visit, data analysis and planning
Various aspects have to be observed during field visit. For planning purpose, specific
information that is mentioned in the data collection section should be used. In the guideline for
field visit, it has been mentioned what types of data to be collected; those should be followed
and a report should be prepared analyzing that data or information.
Grouping
There will be four groups. Each group will undertake following activities:
Field visit
Data collection
Data analysis
Planning
Report preparation
The group members will continue working in their respective groups during accomplishing
above works.
Areas of data collection
The types of data to be collected are mentioned below:
Present situation of child, adolescent

and adult education
Economic condition
Leadership
Priority for education
Social levels
Education for facility
Social problems
Communication
Number of existing schools
Behaviour patterns
Social norms
Number of potential learners of

different ages
Difficulties of women
Occupation
Exploring place for learning centres

and local resource
33
TS-6.1
Areas of Data Collection

Present situation of child,
adolescent and adult
education
Priority for education
Education for facility
Communication
Behaviour patterns
Social norms
Difficulties of women
Occupation
Economic condition
Leadership
Social levels
Social problems
Number of existing schools
Number of potential learners
of different ages
Exploring place for learning
centres and local resource
34
TS-6.2
Methods of data collection

Visit
Group discussion
Question and answer
Individual discussion
Observation
Review of records
35
TS-6.3
Do and Donts during Field Visit

DO
DONTs
Give impression to the people that

you have come to learn something
Explain the objective and process
of discussion
Be prepared to listen to them
carefully. Understand and learn
from what they say
Ask questions at the end of
conversation/discussion
Explain the method in details
before the start of the process
Encourage them to provide
information clearly
36
Make fun in public

Give false assurance of future help
or support
Use complicated methods that the
people find difficulty to follow
Arrange hasty discussions
Compel somebody for
participation
Becoming impatient
TS-6.3
Do and Donts during Field Visit

DO
DONTS
Work in group spirit

Control those participants
diplomatically who dominate the
discussion
Write the points of discussion
Showing respect to the people (build
rapport)
Use local or simple language
Create a lively environment
Behave naturally
Self-criticizing
Conclude the discussion with thanks
and showing gratitude
37
Ask many question simultaneously

Introduce many issues at a time
Signal among the team members

Interrupt discussion by frequent
questions
Over act
Derail from the key point
Talk too much
Use unknown words
Show too much regards
Session No - 7
: Field visit
: At the end of the session, the participants would be able to
collect data and information on socio-economic condition of

the village.
Total Time: 6 hours

a. Field visit and data collection
Process
Method
Time
Divide the participants into four Discussion

groups. Ask the participants to prepare
a group plan for field visit elaborating
what types of data they would collect
and how they would do that.
30 min.
Divide the participants into four Group work

groups and orient them to prepare field
visit plan. Ask each group, regarding
the method they would apply during
the field visit. Each group will confirm
the method they would be applying in
the field visit. Advise participants to
prepare everything related to field visit
as per plan.
30 min
Participants will collect data from the Field visit

field. Provide necessary assistance
during field visit.
5.Hour
38
Materials
Session No - 8
: Data analysis and report preparation
Objectives of the session : At the end of the session the participants would be able to
analyze the data collected from the field.
prepare a report, based on the collected information.

a. Data analysis, report preparation and presentation
Process
Method
Time
Materials
Ask the participants to share their

experience of field visit and explain the
process of data analysis with the help of
Handout 8.1.
Discussion
20 min.
Handout 8.1
Ask the participants about the issues to

be included in the data analysis report.
Introduce the concept of report
preparation and explain the structure of
a report from Handout 8.1 and TS.8.1.
Discussion
20 min.
Handout 8.1
Assign them to prepare report ingroups.
Group work
1:45 hour
Invite them to present the report.
Presentation
1 hour
TS-8.1
Draft report
b. Session review
Process
Method
Assess the comprehension level of the

participants through the following
questions
what is the process for data

analysis?
what is the general structure of a

report?
39
Question and
Answer
Time
5 min.
Materials
Chalkboard
Handout 8.1
Data analysis and report preparation

Data analysis
Analysis is preparing an overview of the data collected through field visit, i.e., documentation
of what the data implies or what can be deducted from the collected data. For example, data
from an area shows that there is an ample opportunity for education but the rate of enrollment in
school is low. The reasons for this situation may be obtained from opinion of the people in that
area. Analysis should be issue-based, like education, health, economic condition, etc. Without
waiting for getting all the data in all sectors, analysis can be started after getting data on one
issue or sector.
For analysis the broad issues should be split into smaller ones and data should be arranged
accordingly. For example, if education is taken as a broad issue, specific issues might be
education centre or institution, ongoing education system, education materials, etc. Sometimes
many small questions are evolved besides the set questionnaire. During analysis response to
those questions should be considered.
After an analysis of issue-based data, a summary should be prepared and a way for solving
those should be worked out. For example, preparing summary and way out on educational
issues after analyzing data in that area.
During presentation, statistical information can be presented in the main report or as in the
annexure. Acceptance of case study is relatively higher.
After the analysis of data on social issues, the findings should be sought from relevant
stakeholders. It might happen that further data collection or analysis would be required at this
stage. Since the people in the field are the primary source of data , the findings should be
validated through verification of their opinion. Otherwise, participation of people or
appropriateness of the plan based on those findings may be questioned. It should be ensured that
the final findings are not totally contradictory; if that is so, those should be explained
adequately.
Report preparation
The report should be prepared on the basis of analysis of data collected from the field visit.
Preparing the report is a very important stage, because if any discrepancy remains at this stage,
the whole purpose of field visit and it effectiveness will be foiled.
Generally two types of people use this report:
1. Community, development worker
2. Institutions, donor agencies, etc.
The nature of report varies depending on the type of users.
40
Points to be considered for preparing a standard report:

1. Use of precise words: Use of word makes a sentence different (in terms of meaning even).
The same word may carry different meaning. So care should be taken in using words.
2. Avoiding ambiguity: The meaning of any expression should be same to the researchers and
other users. The word should be selected in such a way that they carry the same meaning to
all.
3. Orderly presentation of ideas: The findings or information should be presented
sequentially. It helps the users to understand the findings.
4. Avoid exaggeration: Excessive expression should be avoided. Language should be simple
and straight. Only the important issues should be included in the report. Long and complex
sentences interrupt the flow of thinking. Therefore the report should be written in a simple
language avoiding long paragraph.
5. Easy expression: It increases the effectiveness of the report to a great extent.
6. Considering the reader: It is very important to keep in mind for whom the report is being
prepared. The content and language should always be determined considering the level of
the users.
41
TS-8.1
A general structure of data analysis report

Introduction /General description of the area visited
Contents
Method of data collection and limitations
Information collected
Identified problems
Needs of the people
Local resources and limitations in implementing basic
education program
Recommendations
Conclusion
Annex
42
Session No - 9
Community participation
At the end of the session the participants would be able to
illustrate the concept of community participation.
explain the need of peoples participation in development

activities.
identify the areas of community participation in basic

education.
describe the strategies for ensuring community participation.
Total Time: 4 hours 30 minutes

a. Community participation in development activities
Process
Method
Time
Materials
Ask the participants why community

participation is essential in development.
Explain the concept of community
participation
and
assess
the
understanding of the participants and add
necessary explanation.
Question /
answer and
10 min.
Chalkboard
Ask how the people can participate in

development activities. Collect opinion
of the participants.
Question and
Answer
10 min.
Explain ten types of participation by

using TS-9.1, TS-9.2 and Handout-9.1.
Discussion
35 min.
Introduce need based development

activities and demand based development
activities and explain differences between
the two. Use Handout 9.1.
Discussion
10 min.
Handout 9.1
Explain the areas of participation with the

help of TS-9.3. Explain the concept of
PRA. Explain why PRA techniques are
needed
to
ensure
community
participation. Discuss the methods to be
applied
for
ensuring
community
participation. Explain five selected PRA
techniques and also questionnaires with
the help of Handout 9.2.
Presentation
and
Discussion
1 hour
TS.9.3
43
Discussion
TS.9.1, TS.9.2
Handout-9.1
Handout 9.2
Ask about the advantages of community

participation in development, write the
responses on the board and explain.
Question and
answer
10 min.
Chalkboard
Illustrate the advantages of community

participation with TS-9.4.
Discussion
10 min.
TS.9.4
b. Community participation in basic education

Process
Method
Time
Materials
Ask the participants in which areas there

is need for community participation for
implementation of basic education
programme. Write the responses on the
board.
Question and
answer
10 min.
Chalkboard
Divide the participants into four groups.

Each group will identify the process by
which the people can participate in those
activities. The groups will use the
following format for preparing poster.
Group work
1 hour
Poster paper,
marker
Handout 9.1
Sample format:
- Areas of work
- Possible activities (separated for each
area)
- Strategies to ensure
(separate for each area)
participation
Explain the steps to ensure participation

with examples using handout 9.1. Assign
group work, supply materials and
facilitate their work.
Invite each group to present group works Presentation
in plenary session. Encourage comments
from other groups.
44
50 min.
Poster
c. Session review
Process
Assess the learning of the participants
through the following questions:
-
how many forms of participation are

there and what are those?
what are the advantages of community
participation?
what steps can we initiate to ensure
community participation in basic
education?
45
Method
Question
and answer
Time
5 min.
Materials
Chalkboard
Handout 9.1
Community participation
What is community participation
The term community participation in development indicates a vast arena, where people of every
level are encouraged to participate in development activities spontaneously by building
awareness on their needs, problems, roles and responsibilities. The awareness and spontaneity
make them self-confident. As a result they themselves take the initiative to solve their own
problems.
From experience we find that the extent of community participation at all levels are not the
same. Sometimes community participation is a fashion word, while in other cases the
participation is so high that the community controls almost all levels from project planning to
implementation. To ensure peoples participation in development we should know the forms of
community participation. Here ten forms of community participation are given.
1.
To get informed: At this stage the community only has a little information about the
activities. The implementing organizations do not try to know the views of the people;
they rather communicate their decision to the people. For example, a basic education
implementing organization has decided to open a school in each union. They
communicate this decision to the community in a public meeting. The people come to
know that there would be a school in their union.
2.
Giving opinion: In this case the people do not stop hearing the decision; they also give
their own opinions. That is, the implementing organization at least attempts to hear the
reaction from the community. It results in an exchange of information and opinions
between the two sides. However, though the people have scope to give opinion they have
nothing to do in decision making.
3.
Consultation: Here instead of giving comments after hearing the decision, the
community is consulted by the implementing organization asking for their advice on the
issue. The organization may change their decision based on the suggestions from the
community in certain fields. For example, the organization has decided to open a school
nearby their office, which would be very distant for many learners. During consultation,
the community raises the problems of communication and suggests to open the school
close to the learners. Here the implementing organization may change their decision to
establish it near a location close the learners, or can influence the community with
arguments and adhere to their previous decision. That means, though the people are
consulted they are not made part in the decision making process. The implementing
organization remains the ultimate authority for decision-making; they are not obliged to
accept the suggestions from the community.
46
4.
Participate in providing data: The organizations require relevant information and

peoples opinion for planning development activities. They undertake this information
collection activity through different process, viz., filling questionnaire through home
visit, interview following set guidelines, quick visit to the area to get a general overview
of the area and direct observation. The community people participate by responding to
the questions, helping for visit or observation and supplying information about the
situation, problems and on-going development activities to the implementing
organization. In this case the communication takes place as it is required by the
implementing organization. The community provides information only, they do not have
any authority to decide.
5.
Periodical functional linkage: In development interventions, working by the people on

payment for a limited period does not entail to any permanent relation with the employer.
For example, if a few laborers work for construction of a basic education centre or a
teacher works for teaching, their services are used on payment for particular functional
needs. A kind of periodical linkage is developed between the community and the
implementing organization basing on these functional needs. The relations do not have
longevity.
6.
Developing long-term functional relations: For implementing developmental activities

longer-term functional relations with the local community is required to be established.
For example, organizing management committee for management and maintenance of
school. This is required as long the school remains there for the interest of proper
management and maintenance of the school. In this committee or group local people are
organized and they are given certain authority to decide a few things locally, for
example, opening schools, closing its operation, selection of learners, etc. These relations
are developed for the interest of the programme and for the beneficiaries.
7.
Establishing organization with external interventions: A traditional way of involving

people is organizing groups or associations of them in an area; the workers of
implementing government, non-government organizations work actively in this process.
These organized groups can interact with the implementing organization on various
issues.
8.
Participatory decision-making: For implementation of any development programme

there is a need for understanding or agreement with the people in the community. For
example, to set up a school a number of decisions require to be made, like where it will
be established, on whose land, what will be the tuition fee. These decisions can be made
in consultation with the peoples in the locality. The local community can be active in
influencing decisions of the implementing organization when they have strong
organizational base. Otherwise the community people cannot do much in decisionmaking. As a result their opinion or interest may be affected.
9.
Getting organized at own initiative: The community people may assemble and get
organized for certain activities. Here no external agency can influence. However, in a
rich-poor mixed community the rich people take up leadership and dominate decision47
making. They may use the poor people for their own interest. Since the control and
decision making remains with the selected influential people, the poor people who are the
majority cannot enhance their capacity.
10.
Establishing the control and leadership of poor community in project planning and
implementation: The poor people should be made aware of their common needs and
interest so that their initiative and leadership is established towards empowerment. This
would facilitate self-reliance and separate organizational strength. They can decide about
their own interest, which ultimately leads to increased possibility of protecting their
interest. They can participate actively in the decision-making process and on issues that
affects their life. Their participation does not remain confined to the controlled
environment of the leaders of external agencies.
Community participation thus implies the ensuring of their participation at all levels and
showing respect to their decisions. So far all development interventions have been supplydriven. As a result expected results could not be achieved and the people did not come up to
play any active role to sustain those .For that reason now attempts are being made to make all
development programmes demand-driven. For a demand driven development process
community participation is a pre-requisite.
Characteristics of supply-driven development programme and demand-driven development
programme
Supply-driven development
-
Centrally decided
Dependant
resource
Demand-driven development
-
Decided by the concerned people
Possibility of mobilizing and availing

resource
Peoples need is not emphasized
Based on peoples need
Possibility
implementation
Slow implementation
Full community participation
on
availability
of
of
quick
Absence
of
participation
community
Management and maintenance is

hampered
Effective
maintenance
Resource
hampered
Proper mobilization and use of

resource
Does not sustain
Sustainability
Environment is degraded
Ecological balance
mobilization
is
management
and
Basic education is also a development intervention. As such to make this development

smooth and continuous peoples participation is very important.
48
Following steps should be taken to ensure peoples participation in basic education:

1. Motivating people to participate in basic education programmes
2. Identifying the needs of basic education through group discussion at community level.
3. Deciding the methods and strategies for basic education
4. Preparing action plan through participatory discussion on how the activities would be
implemented.
5. Increasing communication with the community through individual and group discussion and
direct or indirect contact.
6. Identifying strategies for local resource mobilization. Involving community in deciding
where the education would take place and which materials would be used.
7. Involving community in selecting teachers, place and collection of materials.
8. Implementing the programme as per plan and involving people at stages of implementation.
9. Ensuring peoples participation in evaluating basic education programme.
10. Giving leadership and facilitating development of leadership in the community.
49
Handout 9.2
Participatory rural appraisal

The practitioners of PRA believe that the most important resource of any community is its local
wisdom, knowledge and appropriate technology, which they are applying, in their daily lives.
With this limited knowledge these people are facing the hard reality. It is needed to help the
local people to learn the technique of utilizing their knowledge, experience, values, skills and
innovativeness. The primary stage of an effective development program is to utilize these
knowledge, skills and experiences. For the successful implementation of the program we can
use the various methods and techniques of PRA.
What is PRA?
PRA is the combination of some definite process techniques and works, through which, people
share and explain their knowledge and experiences. Participatory Rural Appraisal helps them to
identify their needs, and problems, basing on which they can make plans, and implement the
plan, monitor and evaluate the whole process.
Why this technique?
The desired result of any program would not be achieved if the related persons were not
included in that program. Participatory Rural Appraisal is an empowerment process where
people identify their own problems and needs and make them confident enough to overcome
those problems. As the rural people make plan for themselves, they become very much
dedicated and enthusiastic for the success of the program. So the voluntary organizations
involved in such process should engage themselves to provide necessary advice's and technical
assistance.
The Principles of PRA:
There are no hard and fast rules. The types and process of implementation of Participatory
Rural Appraisal depends on the area, people, and socio-economic condition of the people and
attitudes of those people. The experience of applying one of these techniques does not
necessarily mean to have the same result to other places. The decision should be taken by
discussing with the others.
To ensure peoples participation in education program the effective PRA techniques which are
used widely, identified as follows:
1.
Resource Mapping
2.
Semi Structured Interview
3.
Venn Diagram
4.
Preference Ranking
5.
Open Drawing Need Assessment.
50
Handout 9.2 (A)
Some effective methods of social appraisal

Resource Mapping
To get information regarding local resource this is one of the best methods to be used. The
techniques of developing resource map have been described bellow. We can use these
techniques for various purposes also.
Objective of resource mapping: To have an idea about resources of an area and to provide its
inhabitants a clear idea regarding its resources.
Applicable for: To get information of natural and local resources of any community
Method:
Before an appraisal:
Select an open place with the opinions of local people where many people can work
together.
Explain the objectives of mapping.
Arrange poster paper, big sheet of brown paper, color pen, etc.
During the appraisal:
Initiate a discussion with local people about their area and its resources.
First ask them to make a boundary of the area and put up some easily identified places in
the map of the area.
Ask them to show the roads, rivers, canals, etc. in the map.
Tell them to show the important resources of the community.
After the appraisal:
When the mapping is complete, present it before all the participants. Add or correct if
anything is left out or found wrong.
51
Things to remember
Clarify to its entire objectives well, before preparing a map of the area.
Do not make haste during the activity.
Make sure that all the participants get chances to give their opinions.
(Example of resource mapping)
52
Handout 9.2 (B)
Semi-structured interview
This method is obviously very important for the outsiders of any area. Through a semistructured interview, qualitative information can be collected from different groups of people.
There are different types of semi-structured interview. Such asa.
Individual interview
b.
Key informant interview
c.
Group discussion
d.
Focus group discussion
Application of the method:

At first:
Select a topic
Decide the questions by which the interview will be taken.
The question must be in line with the above types of interview.
Preserve all required materials.
Make a checklist for a good discussion.
During an interview
Ask questions very casually.
Do not ask more then one question at a time.
Properly use six types of questions related to what, when, why, how, where and who.
If possible, talk in local dialect.
Write down the opinions of a respondent with her/his permission.
At last
Check if all questions were answered to.
Explain, in brief, the findings of the discussion.
53
Taking Interviews Through Semi Structured Interview.

Questionnaire (Sample)
(Appropriate for 10 - 20 families of different classes)
1.
How many families live in your cluster?
2.
What is the number of family members in these families?
3.
Male
Female
Total
Boy (under age):
girl (underage):
Total
(Above 18)
(* Under age = 0 - 10 years)

Male adolescent (11 - 14)
Female adolescent (11 - 14)
Total
4.
How many male members can read write and count well?
5.
How many female members can read, write and count well?
6.
How many school-aged boys attend the school?
7.
How many school-aged girls attend the school?
8.
How many school-aged boys do not attend the school?
9.
How many school-aged girls do not attend the school?
10.
Why the school-aged boys do not attend the school?
11.
Why the school-aged girls do not attend the school?
12.
How many adolescents (male) attend the school?
13.
How many adolescents (female) attend the school?
14.
Why the adolescents (male) do not attend the school?
15.
Why the adolescents (female) do not attend the school?
16.
Is there any program going on in your area for the basic

education of adult male?
(If yes, then give a brief description of the program)
17.
Is there any program going on in your area for the basic

education of adult female?
(If yes, then give a brief description of the program)
18.
Would you find a teacher for the basic education program for adult male?
(If yes, give a brief description)
54
19.
Would you find a teacher for the basic education program for adult female?
20.
Would you find a teacher for the basic education program for adolescent?
21.
How far is the primary school from your place?
22.
How far is the high school from your place?
23.
What is the rate of dropout in primary school?
24.
The causes of dropout?

25.
Do you feel the necessity of running basic education program in your place?
26.
What kind of support can you provide for the basic education program of your place?
27.
How are you going to participate in the Basic education program.?
28.
How are you going to administer the program.?
29.
How are you going to encourage the others to participate in the basic education
program.?
30.
If you don't get the help/financial support from outside, how you are going to run the
program?
55
Handout 9.2 (C)
Venn diagram
Concept:
Venn Diagram is a process of Participatory Rural Appraisal. Using this technique rural people
will identify the influencing persons, working organizations, skilled personnel, local
representatives and mark these in the Venn diagram and ensure what role they can play for the
programmes success. We can make this diagram in a brown paper. The other name of this
technique is known as Chapati Diagram. After making the Venn diagram we need to
demonstrate it for getting feedback from the people.
Objective:
To identify the key persons, resource persons, organizations representatives, peoples
representatives and assess their influence over the rural people.
Materials:
Various colorful seeds round paper cutting like chapati, glue, brown paper, color pen, etc.
Example of Venn diagram
56
Handout 9.2 (D)
Preference ranking
What is preference ranking?
The method by which problems of an area or a village are identified and prioritized by the
people is called preference ranking.
Its objective:
To identify problems of the area through participatory discussion.
To prioritize these identified problems.
To know people's attitude for solving these problems.
To know people's real capacity in problems solving and have an idea about the duties
of an organization.
Its process:
Arrange every required material beforehand, such as stone chips, seeds, leaves etc.
This can be done at a courtyard or a big piece of paper.
Start discussion on a specific topic and ask people to discuss about their major problems.
Ask them to write their problems in small pieces of paper.
Those who have participated ask them to write their names in small pieces of paper. (It is
better not to write their names in case of a big group).
Help to arrange these problems-written in small pieces of paper vertically at the left.
Those who have participated ask them to arrange their names horizontally at the top.
Now ask one of the participants to rank the problems. (Rank these problems by coding
o1.02.03.04 ... according to their degree of seriousness). Try to realize the argument/cause
behind each ranking.
Thus encourage all the participants to give their opinions.
Give thanks to all and conclude.
Area of implication:
To know the most important component among different components of a program as

thought by local people.
To identify the weakest component of the program.
To identify the most and moderately effective activities out of many activities.
To determine an activity treated as the most important of all activities.

57
Things to remember:
Crosscheck the cause behind each preference ranking.
Know the argument behind each ranking by asking questions starts with why.
Do not impose your opinion in their preference ranking.
Note: 1)
a)
Preference ranking can be done in several ways:
Scoring
Individual
GroupWise
Individual
b)
Scoring
GroupWise
Preference ranking can be done separately for children, adolescents, male and female.
58
Handout 9.2 (E)
Preference ranking
Sample Diagram
Sl. No.
Problem
% Percentage
Variation
Remarks/ Comments
1.
Low income
18
3rd
2.
Diseases
12
4th
Necessary attempts
3.
Unhygienic environment
10
5th
should be taken to
4.
Lack of awareness
20
2nd
overcome the
5.
Lack of education
28
1st
education program
6.
Problem of selling products
12
4th
Total =
100
59
Handout 9.2 (F)
Open drawing needs assessment

Concept and Process
Through open drawing need assessment the villagers would draw the expected situation of basic
education of their village. To accomplish the work following steps have to be taken:
Identification of indicators of basic education
Write the present condition of basic education on the left column of the brown paper
Write the impediments to reach the expected goal in the second column form the left
Write what is needed to reach the expected goal in the 3rd column from the left.
This particular technique works well if the groups are homogenous. But it con be done with
heterogeneous groups also.
The facilitator would continue the discussion through question answer while the process of
need assessment continues. The facilitator would encourage the participants to give their
opinion.
The reasons behind their expectations/ opinions should be examined.
-
Are the reasons reasonable?
Is there any preference?
Are the reasons realistic?
How could their expectations be achieved?
Objectives
-
to identify the indicators
to know the situation of basic education
to identify the impediments and possible solutions to overcome those
to attain/reach the goal by overcoming any sort of problems
Materials
Brown papers, color pencils, etc.
60
Making a matrix
Open Drawing Need Assessment should be presented in a matrix. After demonstration of the
matrix, necessary changes should be done. A sample matrix is presented bellow:
Present condition
Impediments to reach Needs

the expected goal
Things those should be remembered

-
clarify the things to the participants before preparing the matrix.
do not haste.
each opinion has to be written in the right way.
topics have to be discussed accordingly.
61
Expected result
Handout 9.2 (G)
Matrix scoring
Through matrix scoring why and how a group of villagers or local people relatively compare the
importance of things can be known. We can also understand by what criteria or characteristics
they do an assessment. Matrix scoring is usually done from certain characteristics or criteria.
Objective
To know which one is the most important out of many.
To know which one has the most potentials.
To identify the less effective one.
To have an idea about the criteria by which villagers assess importance of things.
Process
Choose a suitable place to work and select participants fit for this activity.
Ask participants to write the name of the things / topics in small cards and arrange them on
the ground.
Now tell them to write their judgment at the left side of the line. That why they consider a
certain thing is more than important from another.
Draw a table with vertical and horizontal lines and put up the name of the topics / sources
vertically and place the causes horizontally.
Start discussion with the first one.
Now which one is the best, the second best, third best --- ask them in this style. Try to know
how the first one is different from the second one. Request them to give their answers with
the help of materials. Thus things are why good and how far bad can be traced down.
In the same manner, assess the differences between the second one and the third-one.
After considering all characteristics help participants to select the best one and analyze it.
Give thanks to all and draw a conclusion.
62
Area of implication:
What types of treatment do village women for what kind of diseases undertake?
To identify a better option of IGA.
To understand comparative preferences of the sources of loans and their different

characteristics.
To assess comparative choices.
To realize degree of difference of things.
To know the causes behind different degree.
To know about methods of birth controls adopted by women.
To know comparative difference of different components / activities of an organization.
To have an idea about opinions on occupation.
To know status of month-wise demand for loans.
63
Things to remember
1)
Material
Stone chips, seeds, leaves or other materials locally available.
2)
Scoring system
a)
For each box, use maximum 10 seeds.
b)
Divide a specific score among all topics / sources.
c)
Rank as per the characteristics / causes. During a discussion with villagers,

observe their usage of arguments against or for any thing. These arguments are
mostly inter-linked and conducive to understand villagers' mentality and outlook.
Example of Matrix Scoring
64
TS-9.1
Ten Types of Participation

Getting informed
Giving opinion
Advising
Participating in providing information
Periodical functional relations
Long term functional relations
Establishing organizations with external initiative
Participatory decision making
Getting organized at own initiative
Establishing the majority peoples control and
leadership in project planning and implementation
65
TS-9.2
Extent of community participation in development

Nature of participation
1.
2.
3.
4.
5.
6.
7.
Getting information
Giving opinion
Advising
Participating in providing information
Periodical functional relations
Long term functional relations
Establishing organizations with external
initiative
8. Participatory decision making
9. Being organized at own initiative
10. Establishing the majority peoples
control and leadership in project
planning and implementation
66
Degree of participation
Nominal Partial Full
TS- 9.3
Areas and ways for community participation in

development
Areas of participation
Situation analysis
Assessment of demands
Setting of objectives
Identification of activities
Planning
Resource mobilization
Deploying manpower
Implementation
Evaluation
67
TS-9.4
Advantages of community participation

Joint responsibility
Use of local resources
Plan programmes according to own needs
Identifying own needs
Effective use of resources
Ownership/partnership
Maintaining continuity
68
Session No - 10
Social mobilization
explain the importance of Social mobilization.
explain the steps of Social mobilization.
identify the strategies for Social mobilization.

a. Steps of social mobilization
Process
Method
Time
Materials
Assess the current level of

understanding of the participants
about social mobilization and ask
them why it is required. Explain
the concept of social mobilization,
its objectives, process and ways to
effectively mobilize the society
with the help of Handout 10.1.
Discussion
10 min.
Chalkboard
Handout 10.1
Explain the ways to mobilize the

society.
Question
and answer
10 min.
Chalkboard
Explain the steps for community

mobilization through TS.10.1.
Discussion
10 min.
TS.10.1
Method
Time
Materials
Introduce and conduct a game

with the help of guidelines Game10.1. Discuss the learning points
from the game.
Game and
discussion
20 min.
Game-10.1
Ask the participants about the

mass media that can be used for
social mobilization.
Question
and answer
10 min.
Introduce the recommended media

for social mobilization with the
help of TS.10.2.
Discussion
10 min.
b. Mass media
Process
69
TS.10.2
c. Who will play roles in mobilization process

Process
Method
Time
Materials
Investigate opinions of the

participants who will play major
roles
in
organizing
social
mobilization for basic education.
Question
and answer
10 min.
Chalkboard
Point out the names of the people

in the community and their
possible roles for organizing
Discussion
10 min.
TS.10.3
Method
Time
Materials
Group
Discussion
30 min.
Poster, marker
Invite the participants to present Presentation

group works in plenary.
20 min.
Poster
Discussion
5 min.
TS.10.4
Method
Time
Materials
Question
and answer
5 min.
Chalkboard
d. Strategies for organizing social mobilization

Process
Divide the participants into four
groups and ask them to find out
possible strategies for organizing
Explain the possible steps for

social
mobilization
through
TS.10.4.
e. Session review
Process
Evaluate the achievement of the
-
what is social mobilization?
who is responsible for

organizing
social
mobilization?
what are the possible strategies

for
organizing
social
mobilization?
70
Game 10.1
Instruction for conducting the game session
Invite the participants to stand in circle in such a way so that all can see you.
Touch different parts of your body like nose, forehead, ear, eye, neck, chin, knee, hand, leg,
etc. and ask them to tell the name of the that part you touched.
All will do what you do.
Now tell them to follow what you say; name a part and touch that part. Continue it for a
while.
Suddenly you do something different. For example, pronunce ear but touch your nose.
You will find they will touch nose instead of ear seeing what you do, not hearing what you
say.
The reason behind this is our general nature is to follow what we see. We remember very
little of what we hear. As such visual media is most appropriate for mass
communication. Only lectures or meetings cannot bring a change in behaviour. For
effective communication it is necessary to use picture or visual materials or examples.
71
Handout 10.1
Social Mobilization
1. Introduction
For implementation of basic education program, organization of community mobilization is an
essential step. A number of steps can be taken to increase awareness at individual and group
levels. But to ensure basic education for the massive poor population in Bangladesh there is a
need for social mobilization.
2. How to organize community mobilization
Social change is a complex process. Many factors work behind it. We can develop an overall
social awareness by influencing these factors to disseminate common message to the general
people. Through social mobilization a kind of pressure can be exerted on the individual, family
or society to go for basic education.
A man remains busy with his day-to-day works. Due to the curse of poverty they do not dare to
go beyond their traditional thinking. They cannot go beyond what they do daily. To bring them
out of this orbit there should be a greater awareness in the society. Social mobilization cannot
be developed suddenly. It is organized through a set of steps.
3. Steps of social mobilization
Total awareness
Community mobilization
Increased awareness
Motivation
Information dissemination
To organize social mobilization the only way is increased mass communication with the help of
all in the society and disseminating message for basic education.
4. Media for social mobilization
To create awareness among the illiterates the communication media should be visual.
Everybody can follow the language of pictures. Sometimes if a message is disseminated
verbally it is not well accepted. The media for organizing social mobilization are:
Song, Poem. Story
72
Poster, Leaflet, Banner, Signboard, Billboard

Loudspeaker
Rally
Radio, Television, Cinema, Newspaper
Popular drama
Social mobilization is developed on certain key message. To make the message acceptable and
reliable to the mass people a variety of media require to be used.
5. Stakeholders who have roles to organize social mobilization
Local leaders
NGO
Government institutions
Private institutions
Local government
Political institutions
Teachers, Youths
Educated peoples
Other partners in development
6. Following strategies may be followed for organizing social mobilization towards basic
education:
1. Massive publicity for basic education
2. Increased mass communication
3. Disseminating information about basic education in different mass media to increase
peoples interest
4. Publicity in religious, social and political programmes
5. Discussion in various meetings
6. Continuous discussion with all concerned
7. Coordination among roles of various stakeholders
73
TS-10.1
Steps of social mobilization

Step-5
Total awareness
Step-4
Community mobilization
Step-3
Motivation
Step-2
Awareness raising
Step-1
Sharing information
74
TS-10.2
Media for social mobilization

Song, Poem, Story
Poster, Leaflet, Banner, Signboard, Billboard
Loudspeaker
Rally
Radio, Television, Cinema, Newspaper
Popular drama
75
TS-10.3
Stakeholders who have roles to organize

social mobilization
Local leaders
NGO
Government institutions
Private institutions
Local government
Political institutions
Teachers, youths
Educated peoples
Other partners in development process
76
TS-10.4
Strategies for organizing social mobilization

1. Highest publicity for basic education
2. Increased mass communication
3. Disseminating information about basic education in
different mass media to increase peoples interest
4. Publicity in religious, social and political
programmes
5. Discussion in various meetings
6. Continuous discussion with all concerned
person/group
7. Coordination among roles of various stakeholders
77
Session No - 11
Objectives of the Session :
Motivation
explain the concept of motivation, motivation cycle, process

and steps of motivation.
describe the importance of motivation in basic education.
describe the strategies for motivation.
identify their roles in peoples motivation.
Total time: 1:30 hour

a. Process and steps of motivation
Process
Method
Time
Materials
Display the picture 11.1 and ask

the participants what they actually
see in the picture. Why are the
people not looking at the damage
of the school? What should be
done to ensure participation of the
people? Collect the answers and
give emphasis on motivation.
Question
and Answer
10 min.
Picture 11.1
Ask what they mean by

motivation. Write the key words
on the board.
Question
and answer
5 min.
Chalkboard
Explain what is motivation with

the help of Handout 11.1.
Discussion
10 min.
Handout 11.1
Ask the participants what steps

can be followed for motivation.
Introduce steps of motivation
using TS. 11.1 and explain.
Question
and answer
10 min.
Chalkboard
Ask the difference between

awareness and motivation. Collect
the response from the participants
and add your input with the help
of Handout 11.1.
Question
and answer
TS.11.1
78
5 min.
Handout 11.1
b. Importance of motivation
Process
Method
Time
Materials
Ask why motivation is important

in basic education? Discuss the
opinions of the participants and
write the point on the board.
Question
and answer
and
discussion
10 min.
Chalkboard
Explain the importance of

motivation by showing TS-11.2.
Discussion
5 min.
TS.11.2
Method
Time
Materials

groups and ask them to identify
the strategies we can pursue to
motivate
people
for
basic
education and present it.
Group
discussion,
questionanswer
25 min.
Poster paper
Explain the points with the help of

TS-11.3.
Discussion
5 min.
TS.11.3
Method
Time
Materials
Question
and answer
5 min.
Chalkboard
c. Strategies for motivation

Process
d. Session review
Process
Assess the achievement of learners
with following questions:
-
what is the importance of

motivation in basic education?
what are the strategies for

motivation in basic education?
79
Handout 11.1
Motivation
Motivation is a process by which changes take place in the thought, behaviour and activities of
man towards certain objectives.
Awareness and motivation
Awareness is a state where people can assess what is good or bad for them. Motivation is a
continuous process through which attention is drawn, demand is created and changes take place
in behavior towards that demand.
Importance of motivation
Motivation is required to encourage the people towards basic education. Motivation is essential
to raise social awareness and to increase peoples participation in these activities.
Through motivation intention and participation of every family and society can be generated for
basic education. Sending children to school, youths and adults to literacy class at free times do
not happen if there is no personal willingness and interest of the people concerned.
Many time poor people do not show interest to basic education programmes. This is because
many of them
- do not realize the benefit of education
- do not feel interested at the cost of economic activities
- are afraid of age
- are not aware of the opportunity for education
- are frustrated about their way of life
- have negative attitude about their life
- are in the orbit of religious dogmatism
- are afraid of change
- lack confidence
In total, it is really difficult to create interest among the children and adult women and men,
particularly in our socio-economic situation. However, if the benefit and opportunities can be
presented to them effectively there would be both interest and willingness. Particularly they
should be made aware how basic education contributes to poverty alleviation.
Strategies for motivation
Following strategies can be followed to motivate people for basic education.
- Establish contact with target people (individually and in group);
- Know the demands or needs of the people;
- Discuss on required information and communicate benefits of basic education;
- Provide examples and realistic explanations;
- Discuss various aspects of basic education;
80
Create interest for education and encourage to participate;

Create opportunity for participation;
Explain the changes that are taking place due to education;
Facilitate sustainability of behavioural changes that are taking place for education, i.e.,
encouraging continuity in learning.
Role of development worker for motivating people

It is a great responsibility to motivate all people in the community to work for expansion of
basic education. In this process there is need for coordination between the local leaders and the
development workers. We do not do many things because we do not know that; simultaneously
it is also true that we know many things but we do not do those. To come out of this situation
gradual steps need to be taken.
The first step to expand basic literacy is removing ignorance about it. The target people are so
neglected and ignorant that they can not think of education at all. They do not realize that
ignorance is the main cause of their poverty.
As such, the people should be motivated for basic education formally, informally, individually,
in group, in family or in society. Only motivation would not help to achieve the target if the
scope for continuous opportunity for learning is not created. Sometimes it is seen that the
parents enroll their children in school, but after sometimes they again engage them as day
labour by discontinuing their education. To change this situation motivation is required in the
participation process. This would lead to social awareness and make education a continuous
process.
As a development worker there comes further works after motivation. These are,
- to contact every person, family, group or society
- to inspire them on occasions
- to facilitate in all possible manner
- to congratulate or to give reward.
81
Motivation takes place through seven steps
7. Follow and
behave
6. Practice at
intervals
5. Experimental practice
4. Asking for information
3.
2.
1.
Interest grown
Providing information
State of unknown
82
7
STEPS
FOR
M
O
T
I
V
A
T
I
O
N
TS-11.1
Seven steps of motivation
7. Follow and behave

6. Practice at intervals
5. Experimental practice
4. Asking for information
3. Interest grown
2. Providing information
1. State of unknown
83
TS-11.2
Importance of motivation
Motivation
Creating interest
Encourage
Raising awareness
Ensure participation
84
Bringing
change in
behaviour
TS-11.3
Strategies of motivation
Establishing contact with target people (individually and in group);
Knowing the demands or needs of the people;
Discuss on required information and communicate benefits of basic
education at family, group or community level;
Create interest for education and encourage to participate;
Identify the reasons for less interest to take education;
Discussion with local leaders;
Providing success stories on education
Facilitate realization of interest and willingness
Enhance social awareness
Work in team with other;
Facilitate sustainability of behavioral changes that are taking place for
education, i.e. encouraging continuity in learning.
85
Session No - 12
Communication
explain the process of communication.
describe what effective communication is .
identify the skills for communication as a development

worker.
explain the importance of communication in basic education.
identify the strategies for communication in basic education.
Total time: 3 hours

a. Communication process
Process
Method
Time
Materials
What should we do to motivate

people? Ask the participants and
collect the response; give
emphasis on communication.
Question and
answer
5 min.
Chalkboard
Ask what we understand by

communication. Listen to and
write the answers.
Question and
answer
5 min.
Chalkboard
Show TS.12.1.
Discussion
5 min.
TS.12.1
Explain how communication

takes place, using TS.12.2. Take
help from Handout 12.1.
Discussion
10 min.
TS.12.2
Ask about the components of

communication. Facilitate to have
their response with the help of
TS.12.2.
Question and
answer
5 min.
TS.12.2
Explain
the
media
of
communication and their nature
with the help of the Handout12.1.
Discussion
15 min.
Handout-12.1
Handout 12.1
86
b. Effective communication
Process
Method
Time
Materials
Invite four participants separately

and give a briefing about role-play.
Clearly explain their individual roles
and allow time for their preparation.
Invite them to perform. Take help of
the guidelines entitled, Role-play 12.1.
Role play
30 min.
Role play 12.1
Discuss the learning points from the

role-play. Introduce TS.12.3 and
explain the reasons for disruption in
communication.
Discussion
5 min.
TS.12.3
Explain the essential duties of the

message sender for an effective
communication with the help of the
Handout 12.1.
Discussion
5 min.
Handout 12.1
Ask the participants about the skills

for
the
required
effective
communication in basic education.
Record the responses on the board.
Question and
answer
5 min.
Chalkboard
Explain the skills of communication

by using TS.12.4.
Discussion
5 min.
TS.12.4
Method
Time
Materials
Introduce the role of communication

in basic education with Handout
12.1.
Discussion
5 min.
Handout 12.1
Ask who the communicators in

basic education are and record the
responses.
Question and
answer
10 min.
Chalkboard
Explain the span of communication

in basic education with TS-12.5.
Discussion
5 min.
TS.12.5
Invite the participants to work ingroup and identify the activities and
strategies required for effective
communication in basic education.
Ask to present group works in
plenary. Generalize the discussion at
the end.
Question and
answer
1 hr.
Poster paper,
c. Communication in basic education

Process
87
Chalkboard
d. Session review
Process
Assess the achievement of the
-
what essential things should

the message sender should do
for effective communication
in basic education?
what communication skills

the development worker
should possess in
implementing basic
education?
Method
Time
Materials
Question
and answer
5 min.
Chalkboard
88
Handout -12.1
Communication
Introduction
The first activity to involve people in basic education is to inform them al details about the
programme and then get them involved. Learning is such a process that it fully depends on the
willingness and interest of the person who wants to impart and who wants to receive. That is
why we are discussing about motivation.
For motivation or creating interest, communication is very significant step. It is only through
communication we can inform the people relevant information, create interest and willingness
among them and finally get them involved in education.
Everyday we communicate for various reasons. It takes place in different forms, like,
- with the members in the family
- at workplace
- in social functions
- regarding any difficult situations
- about the development interventions
Communication process
Communication is a continuous process where the sender sends some message, concept or
information through a medium with specific objective to a receiver that create a kind of
reaction to the receiver and accordingly the latter reflects on that message. The process of
communication is shown below:
Message
Media
Message
Receiver
Sender
Result
Reply
Response
The receiver is the key in communication. Receiver is the whom the message is addressed at.
Depending on the nature of the receiver, the message and the media are determined. When the
receiver responds he becomes sender and the original sender becomes receiver. In a two-way
communication this change is obvious.
Response or reply is what the receiver reflects after getting the message. In communication
response is also significant. If response is not made communication is not complete and the
objective of communication cannot be achieved. Only after getting response the sender
89
understand to what extent his message is communicated and can initiate actions accordingly.
Response may be1. Immediate or delayed.
2. Delayed
From the above process the important ingredients of communication become clear and all these
together make the process of communication complete. The ingredients are:
1. Sender
2. Message, views, information, concept
3. Media, channel
4. Receiver
5. Response, result
All the above ingredients are equally significant to make communication effective. If one is
dropped the effective communication may be disrupted leading to a risk of miscommunication
or misunderstanding. There might even be an opposite result.
Mediums of Communication
For meaningful communication a variety of media are used. These include:
Audio media : speaking, lecture, radio message
Visual media : picture, poster, model
Audio-visual media : television, cinema, etc.
Essential tasks to make communication effective:
- Setting objectives
- Presenting the message simply and in an straight manner
- Selecting medium or method for sending message
- Arranging for receiving response
- Ensuring two-way communication
Effective communication skills
To make the communication effective, the field workers should acquire certain specific skills:
1. Expression skill
2. Listening skill
3. Questioning skill
4. Understanding skill
5. Skill to receive response
6. Construct message appropriately
7. Skill to use proper medium
Communication in basic education
To ensure basic education there is need for organizing social mobilization and the importance of
communication becomes significant. Here people from all walks of like should be considered.
90
The sender of message is the development worker while the receivers are the people in the
community, at family, group or community level. Message is basic education, result is learning.
The media are: face-to-face discussion, announcement through mike, distribution of leaflet,
leaders speech etc.
The span (stakeholders) of communication is quite wide. In this field communication needs to
be established with following stakeholders:
-
NGO personnel
Education department officials
Local leaders
Target people
Administrative officials
Others
Communication strategies in basic education

For basic education programmes the communication strategy may be divided in to two
component:
-
Inter-personal communication
Mass communication
Inter-personal communication may again be of two types: Individual, mutual (groups).

Personal communication is individual communication. It means communication between two
persons. In this case both the persons can listen to each other and can understand, due to face-toface discussion. The response is spontaneous. Personal communication is possible anywhere at
any time. The main advantage of this is the result is known immediately. For motivation in
basic education this is most effective.
Group communication is held between two or more people. In this process communication can
be established face to face and there is a scope for quick response. Effectiveness of it depends
on the number of people in the groups. This is proved to be an effective approach to involve
community. In basic education Group communication is a formal process. In case of group
communication message, discussion, question and answer are used as strategy. Even visual
media facilitate effectiveness in this case.
Mass communication addresses all in the society. Here the sender does not appear in front of
the receiver; even the identity may not be known. Disseminating general message is the
objective of mass communication. Through this process the awareness of people can be
increased for basic education. Here the scope of getting immediate response remains absent.
Now-a-days television, radio, newspaper are used effectively for mass communication. For
raising peoples awareness in basic education these media can be widely used.
91
Role-play guidelines12.1
Guideline for Role-play
Select 4 of the interested participants to play some roles.
They will perform the following identity:

A poor farmer
A schoolteacher
A student
Development worker
Tell the participants to come out of the classroom. Explain the roles to the participants.
Now tell them to enter the class and perform the roles.
The process of role-play:
The fourth participant delivers his speech to the second participant.
You are a respected schoolteacher. Everybody honours you. You can contribute a lot to
the basic education programme. A principal objective of our programme is to include the
poor and neglected people in this programme. Within the next year, it is expected that
10%of farmers, 20% of unemployed youths, 30% of women and 10% of adolescent girl
will get the basic education. You can use your students to reach the message to the
community people.
The second participant (school teacher) told the 3rd participant (student) to reach the
message to mass people
After a while the student (3rd participant) will deliver the message to a development
worker (4th participant).
Ask the participants about their experience. Tell the trainees to give their feedback. It will
be obvious that at a certain stage the core message it self has been changed. The principal
reason of this change is because of taking a person as a messenger or media. A person
always takes and delivers a message in his own way and style. There are a lot of differences
between taking and expressing a message. Whenever we are working with the community
we should be very careful about these factors.
92
TS- 12.1
Communication
Communication is a continuous process where
the sender sends some message with specific
objectives to a receiver and the receiver
responds to that message.
93
TS-12.2
Communication process
Media
Message
Message
Receiver
Sender
Response
Result
Feedback
Own feature
Own feature
94
TS-12.3
Reasons for disruption in communication

The view of the sender is not properly reflected
in the message
Any kind of disturbance in the media created
by the sender
Not taking the message properly by the receiver
Not receiving feedback
Not assessing the result
95
TS-12.4
Skills for effective communication

Expression skill
What I say
Listening skill
Questioning skill
Understanding skill
Skill to receive feedback What I think
Message construction skill
Skill to use proper medium
What I listen
What I understand
Response
96
TS-12.5
Span of communication in basic education

Education
department
NGO/Develop
ment worker
Local
Leaders
Other
institutions
Administration
Religious
Leadership
Political
Leadership
Target people
97
Session No - 13
Leadership for the expansion of basic education

explain leadership and its nature.
explain the importance of leadership in basic education

programme.
identify the traits of leader.
describe their own role in expansion of basic education.
Total time: 3 hours

a. Leadership and nature of leadership
Process
Ask - who should come up to
ensure peoples participation in
basic education? Collect the
response.
What is leadership? Ask and get
participants perception.
Present TS.13.1 to clear the concept
of leadership. Take help from
Handout 13.1 and use it after words
in every session related to
leadership.
Explain the forms of leadership
with TS.13.2.
Explain the nature of leadership
with examples using TS.13.3.
Method
Question and
answer
Time
5 min.
Materials
Chalkboard
Question and
answer
Discussion
5 min.
Chalkboard
5 min.
TS.13.1
Handout 13.1
Discussion
10 min.
TS.13.2
Discussion
10 min.
TS.13.3
Method
Paper slip
Time
10 min.
Materials
VIPP card and
scotch tap
Discussion
10 min.
VIPP card
Discussion
10 min.
TS.13.4
b. Importance of leadership
Process
Write the question why leadership
is required in basic education on
the board; distribute a slip paper to
each of the participants.
Request all to write their view in the
slip paper and paste those on the
board.
Read the papers and generalize the
points.
Present TS.13.4 and explain the
importance of leadership
98
c. Traits of a leader
Process
Method
Time
Materials
Brain
storming
10 min.
Chalkboard
Discuss and finalize the responses.
Discussion
10 min.
Chalkboard
Use TS.13.5 to add few more traits.
Discussion
5 min.
TS. 13.5
Method
Time
Materials

groups and ask them to identify the
roles of a leader to ensure
participation of people in the basic
education programme.
Group work
1 hour
Poster paper and

marker
Invite all groups to present their

group work in plenary. Call others
to make comment and generalize.
Presentation
20 min.
Poster, marker
Explain the roles of a leader and a

field worker with the help of
TS.13.6 and TS.13.7.
Discussion
What types of traits does a leader

require to lead basic education
programme
in
participatory
manner - ask it to the participants
and write the responses on the
board.
d. Role of leader
Process
5 min.
TS.13.6
TS.13.7
e. Session review
Process
Assess the achievement of the
participants through the following
questions:
-
what are the traits of leaders?
what are the roles of leaders in

basic education programmes?
what are the roles of a

development
worker
in
implementing basic education
programme?
Method
Time
Materials
Question and
answer
5 min.
Chalkboard
99
Handout 13.1
Leadership in basic education

Introduction
The progress of a community or an institution largely depends on appropriate and active
leadership. General people in our society largely depend on their leaders. At any level in a
society the influence of appropriate leadership is very significant for development.
Leadership is a trait that enables one to influence others opinion to do something according to
his choice. There may be different forms of leadership in the society. Viz.,
Elected
Nominated
Acceptable
Appointed
Informal
Self-proclaimed
Empowered
Political
Place of leadership in the community

The position of leadership varies in different situation. Viz.,
Situation
Type of leadership
Family
Head of family
Group
Elected leader
Society
Elected or accepted leader
Community
Elected leader
100
Different style of leadership depending on the behaviour of leaders

Styles of leadership may vary. Leadership behaviour is generally classified into three types.
These are:
Uncensored leadership
Participatory leadership or
leadership in partnership
Autocratic leadership
These three types are explained below:
Characteristics of autocratic leadership:
All decisions and strategies are taken by the leader
Leader directs strategies and steps. Uncertainty remains for future course of actions.
Leader instructs specific persons to do specific things
Leader prefers to flourish individualism in all aspects. Praise own initiatives and criticizes
the efforts of team members. Keep aside from active participation from team activities.
Characteristics of partnership leadership
All decisions and strategies are taken through group discussion, decisions and cooperation.
Methods and steps are decided through discussion. The leader explains the goal and general
strategies.
The team members can distribute the works among them through mutual discussion.
The leader takes into account the realities and keeps confidence of the team members
through praising their initiatives.
Characteristics of uncensored leadership
The team members are given unlimited freedom to decide; the leader does not interrupt.
The leader ensures supply of materials and equipment
The leader keeps aloof from participation
Only when there is crisis the leader attempts to control the team members
Comparison
Although in autocratic leadership he scope of work is faster, in terms of quality of work the
partnership leadership is better. In autocratic leadership everything is damaged except the
leader. But in partnership leadership very little quality is affected due to change in leadership. In
uncensored leadership both speed and quality of work is worst.
101
Foundation of leadership
In community development the foundation of leadership is participation or democratic practice.
Dictatorship of undemocratic leadership can not lead to sustainable development. In community
development, development is facilitated by the span of participatory process in leadership. Since
in our society the people are not able to participate effectively, the leaders should create scope
to enhance their capacity to participate.
Absence of leadership in expansion of basic education
For social and economic development, there is no alternative to expansion of basic education.
Basic education is a significant step to turn this population into resource. Though they live in
the community the poor are deprived of many facilities. On the one side they do not have
interest for education, moreover they cannot avail opportunity to get education. the basic reason
behind that is lack of leadership among them.
Importance of leadership in basic education
The local leaders play a vital role to ensure peoples participation in development activities. The
poor and illiterate population largely depends on the opinion of the local leaders. This
dependency is high due to their ignorance.
A development worker cannot go to every individual personally, particularly where the resource
and time is limited. But it is essential to involve every single individual in the process of
development. This communication can be effectively done through a good leader. In basic
education all people children, adolescents, youth, aged, rich-poor should be covered. As
such to implement this programme the role of local leaders is very significant.
Desired traits of a leader in basic education program
To gain confidence of the people a leader in basic education should acquire the following traits:
>
>
>
>
>
>
>
>
>
>
Knowledge of the subject

Ability to work in group
Honest and attractive leadership
Good behaviour with all
Analytical skill
Inter-personal communication skill
Patience
Interest and willingness to work for the poor
Interested to work for society
Attitude to help
The education, economic condition, status in the society, age, etc. largely influence the above
traits.
102
The above traits are applicable for any levels. Even to lead a family the family head requires
these traits. These can be acquired through initiatives and efforts. Willingness and challenging
attitude is very much required. Otherwise these traits remain unexplored and these do not come
for any use in the family or society. It results problems in the family and society.
To influence a person, community or group, their current features need to be analyzed first and
from that perspective initiatives should be taken to motivate them. The local leaders can easily
identify these and can use for basic education.
Role of a leader in basic education programme
The local leaders have enormous responsibility in expanding basic education programme. Using
his influence he can involve the people properly. He can discharge the following
responsibilities:
Knowing the need for basic education

Help peoples from all walks of life
Create social awareness
Mobilize materials, resource and facility
Communicate with development partners
Remain respectful to neglected population
Maintain discipline in the society
Maintain good relations at all levels
Make participation of people at all level possible
Helping poor population
Informing the population about development initiatives
Distributing responsibility among the population and ensuring performance of them.
As partners of basic education programme, the field workers should undertake similar
responsibilities. Besides, he should
Play the role of an appropriate leader
Promote leadership in the society
Maintain liaison with local leaders
Provide necessary guidance and support for appropriate leadership
103
TS-13.1
Leadership
Leadership is a trait that enables one to
influence others opinion to do something
according to her / his choice.
104
TS-13.2
Forms of leadership in the society

Elected
Nominated
Acceptable
Appointed
Informal
Self-proclaimed
Empowered
Political
105
TS-13.3
Nature of leadership
1. Autocratic
2. Participatory
3. Laissez-Faire
106
TS-13.4
Importance of leadership in basic education

To organize the neglected population
To motivate for education
To make participation in education
management
To convince for contribution in education in
terms of time and resource
To mobilize and distribute local resource
To develop human resource
107
TS-13.5
Traits of leader
Knowledge of the subject
Analytical skill
Ability to understand others
Pleasant expression
Honest and attractive leadership
Reliance/faith on others
Communication skill
Patience and consciousness
Interested to work for society
Attitude to help the poor people
108
TS-13.6
Roles of leader
Knowing need for basic education
Help people from all walks of life
Create social awareness
Mobilize materials, resource and facility
Communicate with development partners
Remain respectful to neglected population
Maintain discipline in the society
Maintain good relations at all levels
Make participation of people at all possible level
Helping poor population
Informing the population
Distributing responsibility among the population
109
TS-13.7
Responsibilities of field workers

Acquire the traits of leadership
Play role of an appropriate leader
Promote leadership in the society
Communicate with local leaders
Train of local leaders
Increase peoples participation
110
Session No -14
Need based planning

develop a plan for basic education basing on the information

collected from the field.
Total time: 2 hours

a. Need based plan preparation
Process
Method
Time
Materials
Tell the participants that they are

going to develop a plan for basic
education based on the information
that they have collected from the
field. Give emphasis on the point that
the plan has to be consistent with the
needs of the locality.
Discussion
5 min.
Introduce the plain format in TS.14.1.

Explain with examples of peoples
participation and social awareness.
Discussion
10 min.
TS.14.1

groups and assign them to develop a
plan.
Group work
1 hour
Poster, marker
Invite to present the plan developed Presentation

in large group. Provide feedback.
40 min.
Poster
Method
Time
Materials
Question
and answer
5 min.
Chalkboard
b. Session review
Process
Assess
the
achievement
of
participants with the following
questions:
-
on what basis are the issues

determined in the planning?
what are the components for

preparing a need-based plan?
111
TS- 14.1
Basic education programme implementation

(Sample format)
Village: ...........Thana: ........ District: ...........
Objectives: .......
.......
.......
Sl.
No.
Activity
Who to
do
When to
accomplish
Strategies to
Resources required Impleme
ntation ensure peoples
Human Materials
participation
process
112
Session No - 15
Preparing the plan of action
describe the plan of action and steps of preparing plan of

action including the factors to be considered.
explain the advantages of action plan.
prepare an objective oriented plan of action.

a. Preparing plan of action
Process
Method
Time
Materials
Ask participants about the first thing to

do to implement basic education after
returning to the working area. Explain
the importance of making a plan of
action.
Question and
answer
5 min.
Chalkboard
Ask them what they mean by plan of

action and assess their previous
knowledge regarding the issue and
clarify the necessary steps by showing
them the TS.15.1.
Question and
answer
5 min.
TS.15.1
Introduce the factors to be considered

for preparing plan through handout
15.1.
Discussion
5 min.
Handout 15.1
Invite all participants to prepare plan to

utilize their learning from the training.
Suggest them to use the plan format
given in the Handout 15.1.
Individual
work
50 min.
Poster, marker
Handout 15.1
Invite some of the participants to

present their plan.
Presentation
20 min.
Question and
answer
5 min.
b. Session review
Assess the achievement level of
participants
through
following
questions- what is a plan of action?
- what are the essential components of
a plan of action?
113
Chalkboard
TS-15.1
Plan of Action
Name: ....Date:.
Address:Plan:.Period: FromTo
Subject
: Implementation of basic education programme
Objective : To ensure peoples participation in basic education

Sl.
No.
Activities
How
would do
114
Who
would do
When/ Indicators for

how long measurement
it would
take
Handout 15.1
Plan of Action
Plan of action refers to how few future activities would be accomplished. To determine this
following things need to be set:
1. Finalizing issues
2. Setting objectives
3. Identifying activities
4. Deciding how each of the activities to be accomplished
5. Determining who will do what and how
6. Setting time-frame when to accomplish the works
7. Deciding how to evaluate the works.
A plan may be individual, mutual or institution-based.
Provision has been made to prepare a plan of action by the participants basing on their learning
from this training. The training implementing organization would be able to follow-up the
training on the basis of the plan and develop next training or workshop. This planning of action
is very important to facilitate acquiring functional skill through a continuous process.
The factors to be considered in preparing plan of action are mentioned below:
-
The present and future plan of the organization for basic education
Scope of present and future resource
Situation of management system and field personnel
Methods of participatory basic education activities
Others
Each participant will prepare a plan of action using the given format and hand over a copy to the
training implementing organization.
115
Plan of Action
Name:
..Date:
Address:..Plan:
.
Period: From....To..
Subject
Implementation of basic education programme
Objective
To ensure peoples participation in basic education
Sl. No.
Activities
How to do
Who will do
116
When/ it will Indicators for

be done
measurement
Session No - 16
Course review and evaluation

present the synopsis of the issues discussed in the training

course
Total time: 1:30 hr.

a. Course review
Process
Method
Time
Materials
Divide the issues discussed during

the course into four parts and
distribute those to the participants of
four groups. Ask them to discuss a
key issues.
Small group
discussion
30 min.
Ask the groups to write key learning

points in poster papers and present
them in plenary. Invite other groups
to comment whether any issue is
missing.
Presentation
and question
answer
30 min.
Poster paper,
marker
Method
Time
Materials
Distribute the Post-Test sheet among

the participants and ask all to fill it.
Collect the filled-up sheet.
Individual
work
30 min.
Post-test sheet
Assess the post-test sheets and give

score out of 100 marks.
Assessment
Using given format arrange pre-test

and post-test scores.
Arrange the
score at the
end of the
session
b. Post-Test
Process
117
Sample
Community Participation and Community Mobilization in Basic Education

Assessment Sheet (Post-Test)
Name of the Trainee:..
Organization:..
Date:...
Which is the correct answer according to you? Please put tick ( ) mark in the blank box.
1. What is basic education
2. What is community participation
a)
b)
c)
d)
a)
b)
c)
3. What is development
a)
b)
c)
d)
4. What is community mobilization
a)
5. What is motivation
b)
c)
d)
a)
b)
c)
d)
Primary education
Girls education
Education based on basic needs
Technical education
Participation in the decision
making process of the organization
in development activities
Paying subscription in development
activities
Participation in project activities
through physical labour
Social change
Any kind of change in condition
Financial gain
Expected development of person or
community
Movement for community
development
Problem-based movement
Increasing community awareness
All answers above
Advising
Cooperation
Encouraging
Bringing change in attitude
118
Briefly answer the following questions
(Marks: 5 15 = 75)
1. How does basic education contribute to community development?
2. What are the social problems in the context of socio-economic condition of

Bangladesh?
3. How to motivate the people for basic education?
4. Appropriate leadership can help the basic education system, how?
5. In which areas is community participation possible in basic education activities and

how?
119
Session No - 17
Closing
give their views of evaluating various aspects of the training

course.
Total time; 1 hour

Process
Method
Time
Materials
Distribute the Evaluation sheet - 1

among the participants and ask them
to give their views as per instruction.
Individual
work
10 min.
Evaluation sheet 1
Distribute Evaluation sheet 2 and

tell them to give score in white paper
according to their assessment of
achievement.
Individual
work
10 min.
Evaluation sheet - 2
After giving scores individually in

sheet 2, tell them to hang it on the
board. Ask one participant to
generalize the opinion.
Individual
observation
20 min.
Explain and distribute the pre-test and

post-test
results
among
the
participants.
Discussion
5 min.
Draw an end to the course with

closing speeches from the participants
and the organizers.
Discussion
15 min.
120
Training workshop on
Evaluation Sheet-1
1)
How far has this training fulfilled your demand?

Completely
2)
Partly
None
Give your opinions on the contents discussed in the course:

I have achieved a clear
concept
Sl.
Content
No.
Fully
1.
Basic education
2.
Streams of education and situation in

Bangladesh
3.
The role of basic education in development.
4.
Planning
5.
Social appraisal
6.
Field visit
7.
Data analysis and presentation
8.
Program planning of a project
9.
Project implementation planning
10.
Resource planning
3)
Partly
None
Give mark in appropriate box:

Aspects
very good
good
Training room facilities

Quality of food
Recreation
121
moderate
not
satisfactory
4.
Mention three things during the course you liked and did not like
I liked
5.
I did not like
1.
1.
2.
2.
3.
3.
Of all contents discussed in the course.

You liked most
You disliked most
6.
Give your overall impression about the training with mark.

Very good
7.
Good
Not bad
If you have any additional comments, write here.
122
Not
satisfactory
Evaluation Sheet2
Action plan
10
Need based action plan

Ledership for expanding the
programme basic education
Communication
Motivating people
10
Social mobilisation
8
Peoples participation
Data analysis and preparing
report
10
Field visit
7
Data collection
Need assessment of basic
education
8
8
Basic education
Social development
10
Group community and society
10
Instructions: Give marks (highest 10) in each of the box according to the achieved
learning.
123
Sample Format
Assessing individual learning of the participants
Comparative scores of pre-test and post-test results
Sl. No.
Name of participant
Score in
pre-test
Score in
post-test
Achievement
Progress
(%)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Total score:
Average score:
File: Community Par. & Social. Mobi. Final
124

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Training Manual on

Community Participation and Social Mobilization

Dhaka Ahsania Mission

ISBN: 984 847 017 4

Dr. Ansar Ali Khan

Kazi Rafiqul Alam

Session No. 5 : Need assessment for basic education

Session No. 6 : Data collection

Session No. 9 : Community participation

Session No. 11 : Motivation

Session No. 13 : Leadership for the expansion of basic education

Session No. 15 : Preparing plan of action

Session No. 16 : Course review and evaluation

Session No. 17 : Closing

Participatory education planning

Community participation and social mobilization

Competency based learning assessment

describe the background and objectives of the training.

people, society and community

Question and answer

formulate the criteria for the selection of the participants.

It is important to build and maintain the group's identity by establishing an atmosphere of

Support and provide positive, constructive feedback to the participants.

Build and maintain a sense of belonging among the participants.

Recall the group's suggestions, responses, feelings or questions. Previous knowledge or

Community Participation and Social Mobilization in Basic Education

11:00 11:30 TEA BREAK

13:00 14:00 LUNCH BREAK

15:30 16:00 TEA BREAK

Inauguration and introduction

Objectives of the session

Duration of the session

a. Registration, inauguration and introduction

Ensure participants registration in given

Welcome the participants and describe the

Ask the participants to introduce them

b. Training expectations, pre test and the guidelines of course facilitation

Identify the training expectations of the

Distribute the pre-course appraisal sheet

Answer each question taking 10 marks for

To facilitate the training, prepare a

To create free atmospheres use a game or

Community Participation and Social Mobilization

Community Participation and Community Mobilization in Basic Education

a) Participation in the decision making

a) Movement for community development

Briefly answer the following questions

1. How does basic education contribute to community development?

2. What are the social problems in the context of socio-economic condition of

3. How to motivate the people for basic education?

4. Appropriate leadership can help the basic education system, how?

5. In which areas is community participation possible in basic education activities

People, community and society

Objectives of the session :

At the end of the session participants will be able to

explain their own social identity.

identify commonalties in the social life.

explain features of community.

describe the life styles and features of tribal/ethnic groups.

Total Time: 1:30 hours

Summarize the discussion using Discussion

Write the answers on the board. Discussion

b. Commonalties in the society

Ask the groups to present their groups Presentation